How to Correct Errors • OLYMPIC Profile • Why Respect Opponents? • Hydration Strategy

the offi cial publication of the CABC • Issue 9 • Spring 2006 www.coaches.bc.ca

the information source for every coach A HEADS UP for Coaches & Parents COACH CAREER PATHWAYS LAYING THE FRAMEWORK FOR OPTIMAL COACH CAREER PATHWAYS

HOW YOU PRACTICE MAY BE MORE IMPORTANT THAN WHAT YOU PRACTICE! COACH: WHAT IS YOUR PROVINCIAL SPORT ORGANIZATION DOING FOR YOU?

PROVINCIAL SPORT CONTACTS • NCCP COURSE SCHEDULE • COACHING TIPS • CLIPBOARD COACHING NOTES With Olympic (cont. from previous page) fever still in the We received great feedback and we look air, it is hard not forward to our next webcast at the end to be excited of March. about being involved in sport Asking Questions? Physical Talent vs. On April 8th, the CABC will be hosting in BC these days. the “Reflections on Torino” event at Not only have In a study of 22 expert sport instructors, Attitude in Sports SFU Harbour Centre. We will be bringing we seen some Spring2006 a consistent interaction pattern together 4 of Canada’s national coaches great results from emerged. They asked questions—a lot In a study presented by Shari Young who attended the Torino Games, and they athletes who live of questions. The questions the experts Kuchenbecker, Loyola Marymount will be sharing their insights that other and train here in the province, we are in this issue: asked supplied them with knowledge Univeristy, Los Angeles, reported that coaches attending multi-sport games can also proud to see that these athletes 10 they used to personalize the instruction a young athlete’s success depends learn from. are being guided by our very own BC much more on a good attitude than on according to the athletes’ background, On a sad note, my side kick of many coaches. on the cover physical talent. She surveyed over 600 ability, knowledge and motivations. years is moving on. Marni Abbott, who coaches of girls and boys under 22 years To prepare our athletes for the Olympic Questions were also asked to check has been an important staff member showcase here in Vancouver in 2010, Coaches Career Pathways for understanding. If something was of age, asking them to “describe a young of the CABC, and who has been governments are now committing 10 Laying the Framework for Optimal misunderstood, it was clarifi ed. Once athlete who is a real winner” by picking affectionately known as my other half of more funding to coach development Coach Career Pathways the coaches got athletes talking by asking five attributes from a checklist that the “Bickerson” family, has accepted a and coaching services. Support for questions, the athletes kept right on included 64 physical and 64 psychological position that will allow her to coach full coaches will come from new funding a closer look talking. When athletes started talking, characteristics. Overwhelmingly, the time. Marni has a passion for coaching, support from the federal and provincial the coaches listened. They accepted the coaches selected psychological qualities. and although she will be missed here governments, and from 2010 Legacies Hydration Strategy athletes’ ideas and built upon them to The most frequently mentioned attributes in the office, I also know that she will Now. With these new funds now in accelerate the lesson far beyond what were “loves to play” (43%), “positive be pursuing her dream job. I would like place, the provincial sport system CATA Calls on Coaches, Therapists, Parenst and Active 5 any novice might achieve. Athletes attitude” (33%), “self-motivated” (27%) to personally acknowledge all that she is ready to embark on a serious Canadians to Adopt Recommended Hydration Strategy felt encouraged to freely express their and “team player” (26%). Physical has done for the organization and to hiring campaign of full time coaches Concussion insights. With questions, these coaches skills rated very low. The fi rst physical supporting you, the coach. throughout the sport system. This A Heads Up for Coaches and Parents 6 understood their athletes and developed characteristics mentioned – “natural support will provide our athletes, 6 physical athlete” – came in 19th and was throughout the sport system, with COACH: a relationship based on respect with the mutual goal of the athletes’ success. selected by just 11 percent of coaches. many more experts that they can draw What is your Provincial Sport 14 Understanding what a team member This information has been provided upon to develop their athletic skills. Organization is doing for you? 15 or individual athlete is thinking can go to us compliments of the American In early February the provincial How You Practice May Be a long way in achieving mutual goals. Psychological Association. government also announced a new 15 More Important Than What And asking questions is one sign of an BAD PARROT lottery program called “SportsFunder” You Practice expert—how do you think they came to EPO Jimmy received a parrot for his birthday. that will directly support the provincial Why Respect Opponents? know so much? The parrot was fully grown, with a very bad sport system. Revenues from this attitude and worse vocabulary. Every other program will support the KidSport 16 Coaches may fi nd the following website word was an expletive; those that weren’t What is it? expletives were, to say the least, rude. program, Team BC, Team Travel, and useful. The company is Performance Erythropoietin (EPO) is a hormone Jimmy tried to change the bird’s attitude by Coaching. The funds for the coaching Matters Inc. which specializes in research naturally produced by the kidneys. constantly saying polite words, playing soft component will certainly assist coach and programs to develop expertise in music... anything he could think of. Nothing your perspective However, this hormone can be artifi cially development in our smaller centres. sport. The site contains free articles, worked. produced to improve the performance Olympic Profi le newsletter and presentations on expert He yelled at the bird, and the bird got At the federal level, the Prime Minister, of, for example, athletes or cyclists by worse. He shook the bird, and the bird got Rob Kober, Freestlye Skiing (Moguls) sport performance and expert coaching: during his campaign, pledged a 18 injection. madder and even ruder. Finally, in a moment minimum of 1% of the federal health By Judy Joseph www.PerformanceMattersInc.com of desperation, Jimmy put the parrot in budget per year to physical activity and the freezer. For a few moments he heard sport. NCCP Courses/Provincial Sport Contacts Why would athletes the bird swearing, squawking, kicking and 19 18 Three Steps to screaming and then, suddenly, there was With all these new funding do this? absolute quiet. commitments, our sport system is Effective Practice: Its overall effect is to increase endurance Jimmy was frightened that he might have actually hurt the bird, and quickly opened beginning to look very healthy indeed. A Quarterly Publication of the: • Begin with a clear practice goal and, in athletics, it is used mainly by long the freezer door. The parrot calmly stepped Contributing Writers: The Coaches Association distance-runners. It is injected under Our first ever “webcast” that we Heather Kent, Richard Way and Declan of BC is supported by in mind. out onto Jimmy’s extended arm and said, O'Leary, Jack Blatherwick, Judy Joseph. 2010 Legacies Now the skin and stimulates red blood cell “I’m sorry that I offended you with my presented at the end of January was Publication Agreement # 40972566 • Select practice activities that are as language and my actions, and I ask your Editor Marni Abbott-Peter production. The more red cells there are Return undeliverable Canadian a great success. Although there were Publisher CABC CABC Zone Representatives close to actual performance conditions forgiveness. I will endeavor to correct my Zone 1 Rep. Brian Taylor addresses to: in your body, the more oxygen that can a couple of glitches for some trying Design Sharkbite Art & Design behavior”. Zone 2 Rep. Wendy Wheeler as possible (to promote transfer from CABC Board of Directors Zone 3 Rep. Chris Johnson Coaches Association of BC be delivered to the muscles. This delays Jimmy was astounded at the changes in the to access the web site, it worked practice to performance) President Judy Latoski Zone 4 Rep. Mike Renney #345 - 1367 West Broadway St. the onset of fatigue, meaning an athlete bird’s attitude and was about to ask what extremely well for the vast majority. VP Marketing Tim Frick Zone 5 Rep. Gail Donohue Vancouver, BC V6H 4A9 VP Finance Frank Reynolds Zone 6 Rep. Elaine Dagg-Jackson tel: 604-298-3137 • When your practice goal is reached, can run harder and for longer. had changed him, when the parrot continued, VP Human Resources Kathy Newman Zone 7 Rep. Vacant fax: 604-738-7175 “May I ask what the Chicken did?” (cont. on opposite page) Past President Deb Nowell Zone 8 Rep. Vacant toll free: 1-800-335-3120 your practice is fi nished. Executive Director Gordon May e-mail: [email protected] home page: www.coaches.bc.ca Perspective Spring 2006 3 (cont. from previous page) How effective is this drug? Tests in Australia have shown that improvements in an athlete’s performance Are You a Good Teacher? over four weeks would match those Hydration Strategy expected over several years. One day, after you have taught your athletes a new skill, rate yourself with this questionnaire. Ask another coach to rate you also, as the practice proceeds. Compare Is its use detectable? notes and decide if there is anything you would like to try and improve. It cannot be traced by conventional CATA Calls On Coaches, Therapists, Parents and Active Canadians to Adopt drug testing. New methods have been The rating scale: Practice Recommended Hydration Strategy developed in France where the results of 1. Disaster ✓ Was transition from demonstration to blood sample analysis and urine analysis 2. Weak activity smooth, rapid? are compared. These techniques were ✓ introduced ahead of the Sydney Olympics 3. Ok, but could be better Did everyone have enough room for last year, although no positive tests were 4. Quite well done most of the time movement and safety? Leading Sports Experts Be Aware of the Effects of BEFORE DURING AFTER ✓ EXERCISE EXERCISE EXERCISE announced. The blood test will show 5. Star! Were learners grouped Confirm Sports Drinks Dehydration if there is an unusual reading of blood appropriately? 6. N/A not applicable ✓ Dehydration can affect an athlete’s Drink Drink 4-8 Drink 16 cells. The following urine test will then be Beneficial for Active ✓ Was there maximum activity, performance in less than an hour of at least oz. every oz. (2 able to highlight any difference between Objectives minimum waiting? Athletes exercise – sooner if the athlete begins the 8 oz. 15-20 cups) the EPO levels produced naturally and before minutes for every ✓ Were key words from demonstration he Canadian Athletic Therapists session dehydrated synthetically. ✓ Were objectives for the practice exercise pound of used? AssociationAssociation ((CATA),CATA), CCanada’sanada’s stated? ✓ Dehydration of just 1% - 2% of body largestlargest andand mostmost influentialinfluential weight lost Knowing they will be ✓ ✓ Was there enough time for weight (only 1.5 – 3 lbs. for a 150 lb. athlete) Were instructions clear, concise, associationassociation o off p professionalrofessional improvement to take place? can negatively infl uence performance tested, won’t athletes just understood? Tathleticathletic therapiststherapists andand students,students, isis simply stop using it ahead Corrections callingcalling oonn ccoaches,oaches, aalthleticlthletic ttherapistsherapists ✓ Dehydration of greater than 3% of body Not All Drinks Are Created Explanation & and trainers to be on the lookout for the weight increases an athlete’s risk of heat ✓ of a competition? demonstration Were the things done correctly signs of dehydration. illness (heat cramps, heat exhaustion, Equal The results will be positive if an athlete mentioned fi rst? heat stroke) Fruit juices, sodas and some sports drinks ✓ Were reasons for new skill given, In response to growing concerns has taken it within fi ve to seven days. ✓ Were most important errors dealt have CHO concentrations greater than simply? about the dangers of dehydration, the However, for the drug to be effective, an with? 8% and are not recommended during CATA has developed a scientifically CATA Recommended athlete would need to take it within fi ve ✓ Was skill explained simply, clearly, an exercise session as the sole beverage. ✓ Was correction constructive (do this validated hydration checklist for coaches, to seven days of running. briefl y? Hydration Strategy The optimal beverage for fluid and versus don’t do this)? athletic therapists, trainers and active ✓ Were important teaching points energy replacement is a 6% carbohydrate ✓ Were corrections related to teaching competitors to help ensure Canadian Proper hydration helps athletes stay Is taking the drug given? electrolyte solution. points and key words? athletes maximize performance and stay healthy and maintain a high level of dangerous? ✓ Were key words used? healthy this summer. performance. ✓ Were corrections understood? Thirst is not an accurate Injecting the drug will thicken the blood. ✓ Were distractions minimized? ✓ It is important to choose beverages If it is over-used the blood will become ✓ Were there suffi cient repetitions? Objectives that taste good, provide energy without measure of the body’s so thick, there is a real danger of the During summer exercise, slowing fl uid absoption and replace fl uid ✓ Were athletes given a simple guide ✓ Did most or all of the athletes heart stopping when the body slows and electrolytes. need for fluid. By the time down, for example, when falling asleep. for assessing correctness and/or improve? the risk of heat-related measuring improvement? athletes feel thirsty it is Increasing the likelihood of suffering ✓ Were objectives of practice met? illness is increased. Look ✓ If exercise lasts more than 45-50 blood clots, heart attacks and strokes is ✓ Were questions from athletes minutes – or is intense – a sports drink too late, they have already a real possibility. answered well? General out for the warning signs containing carbohydrates should be consumed during the activity lost needed fluids and For more information on EPO and current ✓ Was technical knowledge accurate? of dehydration and heat doping guidelines go to the Canadian ✓ ✓ Was practice well planned? The carbohydrate concentration in the electrolytes and may be Centre for Ethics in Sport website at exhaustion: ideal fl uid replacement solution should ✓ Did everyone have fun? www.cces.ca. be in the range of 6% to 8% (g/100 ml) dehydrated. Thirst, Irritability, which is absorbed faster than beverages 2. Try to have fun without being funny. 5. Remember sincerity, optimism, and with higher carbohydrate levels The hydration research and recommenda- Wooden Wisdom tions are from the National Athletic Trainers’ 3. While you can’t control what happens enthusiasm are more welcome than Headache, Weakness, ✓ Fluids with salt (sodium chloride) Association Position Statement: Fluid Re- to you, you can control how you react. sarcasm, pessimism, and laziness. placement for Athletes, published in the June Six Ways to Bring Out the Dizziness, Cramps, increase thirst and voluntary fl uid intake Make good manners an automatic 6. Laugh with others, never at them. 2000 issue of the Journal of Athletic Training. while replenishing the amount lost The Canadian Athletic Therapists Association Best in People reaction. Wooden: A Lifetime of Observations and Refl ections Nausea, Decreased through sweat supports this statement. The complete position 1. Keep courtesy and consideration for 4. Seek individual opportunities to offer On and Off the Court. Wooden, John and Jamison, statement can be viewed at http://www.nata. Steve. Contemporary Books, 1997. p.44 performance. others foremost in your mind, at home a genuine compliment. Cool beverages at temperatures of 10° C org/downloads/jat/jt0200/jt020000212p.pdf and away. to 15°C

4 Perspective Spring 2006 Perspective Spring 2006 5 just shake the head around, because it is needs to be evaluated by a doctor and Johnston is currently working on several attached to the body. “That’s a relatively monitored, says Johnston. When should research projects using sport-specific new way of thinking of this,” says a child return to sport, given the dangers rehabilitation for progressing between Johnston. Johnston thinks that media of succumbing to a second concussion? the above levels. “Sometimes symptoms coverage of high profile athletes and Honey is unequivocal: “If you are still can come back with any kind of exertion; locker room discussion “from teammate under the effects of one concussion if symptoms come back at any point, to teammate,” as well as initiatives such and suffer a second, the results can be you slow down, backtrack and resume as the Smart Hockey Program have devastating. What would seemingly in a more gradual fashion. We don’t generated increasing public awareness be a trivial second concussion can be know why symptoms come back with of the dangers of concussion. However, more than cumulative – that’s called exertion, but the longer you have been A Heads Up for she admits, “We have a long way to go, Second Impact Syndrome and that is symptomatic, the more likely your because there are large groups of kids basically what we are trying to prevent.” symptoms will return with exertion. So who have very little supervision. In the While Second Impact Syndrome is well it’s very important that you don’t go Coaches & Parents professional leagues, they all have team recognized in neurosurgery, coaches need straight from sitting on the couch for doctors and trainers who have been to be more aware of its implications, says a couple of weeks back to the game.” Author: Heather Kent taught about concussion, but at the local Honey. “Where the hockey player comes Johnston says that there are several things arena on a Friday night, you’ve pretty off the rink – he’s never unconscious that coaches can do at the beginning Concussion is common and it can be fatal, as much got coach and parent. So our but is clearly confused and he sits out of each sport season, including having goal is to impact on those populations, for a shift or two then he’s back in athletes undergo pre-season medical the case of a 13 year old, B.C. boy who was because that is where most of the injuries the same game – they’re playing with examinations to establish baseline data. are happening – in the non-professional his life doing that sort of thing. The For coaches, free sideline evaluation skateboarding without a helmet and died after leagues.” child who returns to sport too soon forms for use in the event of a suspected risks debilitating long-term cognitive hitting his head, demonstrated this past summer. Helmets help prevent concussion in some concussion are readily available, such as problems,” says Johnston. “My concern sports – there is “pure evidence” that McGill University’s ACE questionnaire, is for the impact of ongoing, persistent bicycle helmets, for instance, prevent or the Standardized Assessment of oncussiononcussion h hasas a alsolso b beeneen symptoms at this point in the athlete’s injury, says Johnston. But for kids, the Concussion (SAC). These are simple to controversial,controversial, aass mmedicaledical ssciencecience life, particularly when you are talking main issue with helmets is “they have use, check-off type surveys. “Everyone hashas beenbeen slowslow atat adequatelyadequately about kids or young adults. If these kids to be comfortable and look cool,” she has access to them, they can be performed addressingaddressing issues such as when are having headaches, dizziness, lack of Canan aathletethlete ccanan rreturneturn ttoo ssportport aafterfter a says. Mandating helmets in sports often by non-neuropsychologists – the trainer, concentration, problems with memory, results in resistance and Johnston says the coach or even the parent – and it is concussion. fatigue, and insomnia on a regular basis, that responsible adults have to reinforce recommended by the CIS group which is this has a big impact on their day-to-day So just what is concussion? “The message the rules – and not just for kids. “Adults, the largest group of expertise consensus life, in terms of their socialization and we are trying to get out to coaches and as role models, should be protecting on this topic. There will come a time in their academics. I have seen many, many families is that you can still be awake themselves too.” So what should parents, the near future when if you are not using kids who lose a year of school simply but concussed. If people are confused or teachers and coaches do when a child has (such evaluation forms) perhaps should injury. The effects of any one concussion because they have headaches every day, have some memory loss, they have been hit their head, playing at school or at the not be doing the job you are doing, may seem quite transient, but it is not at so it is very serious.” The CIS guidelines concussed,” says Dr. Chris Honey, an arena? The fi rst challenge is recognizing coaching and looking after kids in contact all uncommon for some people, after a stress a step-wise return-to-play program, associate professor of neurosurgery at the concussion, says Johnston. “Although sport.” mild injury to have some fairly persistent based on progressing to the next level the University of British Columbia. “By symptoms. No one injury should be you can lose consciousness, that is the when the child is symptom-free. If the Heather Kent is a Vancouver freelance medi- defi nition, concussion is temporary and treated as though you know what the very rare case. If somebody is knocked athlete experiences post-concussion cal writer. She is a regular contributor to the reversible. But multiple concussions are out, they are going to get looked after. outcome is going to be.” The degree of symptoms, they should return to the Canadian Medical Association Journal and a bad thing.” It is the myriad of other injuries that get concussion is now also receiving a lot of previous asymptomatic level for at least numerous other North American health and attention.” The whole concept of serious ignored.” The adults seeing the child after medical publications.Copyright held by Sport- “The defi nition of concussion has been 24 hours. MedBC. For information contact 604-730-7252 concussion is really controversial right the injury “have to have a high index of changed lately to refl ect more modern or www.sportmedbc.com. thinking,” says Dr. Karen Johnston, a now; people used to think the most suspicion” and ask specific question, The six levels are as Montreal neurosurgeon who chairs the serious concussion was when you were including: Concussion in Sport group, (CIS) which knocked out. But we have lots of proof follows: now that shows that’s not true. In fact, a recently revised 35-year-old concussion Do you have a headache? 1. No activity, when free of symptoms, concussion when you are not knocked guidelines in time for this year’s Winter proceed to next level. Olympic Games and the World Cup of out, but when you still have headaches Do you feel sick to your 2. Light aerobic exercise such as walking Soccer. “In the past, we thought that a month later is probably a more serious stomach? or stationary cycling. you needed to be knocked out to have injury than if you were knocked out and a concussion – that is not true. It can felt fi ne the next day,” says Johnston. Did you feel dizzy after that 3. Sport-specifi c training, such as running - did you see stars? for soccer. be as mild as a ding, where you have a It is important to remember that transient alteration in your sensation, concussions are not limited to direct 4. Non-contact training skills. Even if you are not certain that there which may go away very quickly or hits on the head: they can also result has been a concussion, the child who 5. Full-contact training after medical may take a prolonged period to go away. from a blow to the body, such as from was playing a game, “must sit out – if in clearance. We need to have more respect for this body checking in hockey, “where you doubt, take them out.” The athlete then 6. Game play.

6 Perspective Spring 2006 Perspective Spring 2006 7 FIGURE 1. Sport Concussion Assessment Tool (SCAT) FIGURE 1. Sport Concussion Assessment Tool (SCAT) continued

This tool represents a standardized method of evaluating people The SCAT Card after concussion in sport. This tool has been produced as part (Sport Concussion Assessment Tool) The SCAT Card Instructions: Athlete Information of the Summary and Agreement Statement of the Second (Sport Concussion Assessment Tool) This side of the card is for the use of medical doctors, physical International Symposium on Concussion in Sport, Prague 2004. What is a concussion? A concussion is a disturbance in the function of the brain caused Medical Evaluation therapists, or athletic trainers. In order to maximize the information by a direct or indirect force to the head. It results in a variety of symptoms (like those gathered from the card, it is strongly suggested that all athletes listed below) and may, or may not, involve memory problems or loss of consciousness. participating in contact sports complete a baseline evaluation prior How do you feel? You should score yourself on the following symptoms, based on Name: ______Date ______to the beginning of their competitive season. This card is a how you feel now. suggested guide only for sport concussion and is not meant to Sport/Team: ______Mouth guard? YN assess more severe forms of brain injury. Please give a COPY of Sport concussion is defined as a complex pathophysiological Postconcussion Symptom Scale this card to athletes for their information and to guide follow-up process affecting the brain, induced by traumatic biomechani- 1) SIGNS assessment. cal forces. Several common features that incorporate clinical, None Moderate Severe Was there loss of consciousness or unresponsiveness? YN pathological, and biomechanical injury constructs that may be Headache 0 1 2 3 4 5 6 Was there seizure or convulsive activity? YN utilized in defining the nature of a concussive head injury “Pressure in head” 0 1 2 3 4 5 6 Was there a balance problem/unsteadiness? Y N Signs: include: Neck pain 0 1 2 3 4 5 6 2) MEMORY Assess for each of these items and circle Balance problems or dizzy 0 1 2 3 4 5 6 1. Concussion may be caused either by a direct blow to the Modified Maddocks questions (check correct) Y (yes) or N (no) Nausea or vomiting 0 1 2 3 4 5 6 head, face, neck, or elsewhere on the body with an “impulsive” At what venue are we? __; Which half is it? __; Who scored last?__ force transmitted to the head. Vision problems 0 1 2 3 4 5 6 Memory: If needed, questions can be modified to make them 2. Concussion typically results in the rapid onset of short-lived Hearing problems/ringing 0 1 2 3 4 5 6 What team did we play last? __; Did we win last game? __ specific to the sport (eg, “period” versus “half”). “Don’t feel right” 0 1 2 3 4 5 6 impairment of neurological function that resolves spontaneously. 3) SYMPTOM SCORE Feeling “dinged” or “dazed” 0 1 2 3 4 5 6 Cognitive Assessment: 3. Concussion may result in neuropathological changes, but Total number of positive symptoms (from reverse side of the card) = ______the acute clinical symptoms largely reflect a functional Confusion 0 1 2 3 4 5 6 Select any 5 words (an example is given). Avoid choosing re- disturbance rather than structural injury. Feeling slowed down 0 1 2 3 4 5 6 4) COGNITIVE ASSESSMENT lated words such as “dark” and “moon,” which can be recalled Feeling like “in a fog” 0 1 2 3 4 5 6 4. Concussion results in a graded set of clinical syndromes that 5 word recall Immediate Delayed by means of word association. Read each word at a rate of one Drowsiness 0 1 2 3 4 5 6 may or may not involve loss of consciousness. Resolution of the (Examples) (after concentration tasks) word per second. The athlete should not be informed of the Fatigue or low energy 0 1 2 3 4 5 6 delayed testing of memory (to be done after the reverse clinical and cognitive symptoms typically follows a sequential Word 1 ______cat ______course. More emotional than usual 0 1 2 3 4 5 6 months and/or digits). Choose a different set of words each Word 2 ______pen ______5. Concussion is typically associated with grossly normal Irritability 0 1 2 3 4 5 6 time you perform a follow-up exam with the same candidate. structural neuroimaging studies. Difficulty concentrating 0 1 2 3 4 5 6 Word 3 ______shoe ______Ask the athlete to recite the months of the year in reverse Difficulty remembering 0 1 2 3 4 5 6 Word 4 ______book ______order, starting with a random month. Do not start with Postconcussion Symptoms (Follow-up symptoms only) Word 5 ______car ______December or January. Circle any months not recited in the correct sequence. Ask athletes to score themselves based on how they feel now. It Sadness 0 1 2 3 4 5 6 Months in reverse order: For digits backward, if correct, go to the next string length. If is recognized that a low score may be normal for some athletes, Nervous or anxious 0 1 2 3 4 5 6 Jun-May-Apr-Mar-Feb-Jan-Dec-Nov-Oct-Sep-Aug-Jul (circle incorrect) incorrect, read trial 2. Stop after incorrect on both trials. but clinical judgment should be exercised to determine if a Trouble falling asleep 0 1 2 3 4 5 6 or change in symptoms has occurred following the suspected Sleeping more than usual 0 1 2 3 4 5 6 Digits backward (check correct) Neurological Screening: concussion event. Sensitivity to light 0 1 2 3 4 5 6 5-2-8 3-9-1 ______Sensitivity to noise 0 1 2 3 4 5 6 Trained medical personnel must administer this examination. It should be recognized that the reporting of symptoms may 6-2-9-4 4-3-7-1 ______Other: 0 1 2 3 4 5 6 8-3-2-7-9 1-4-9-3-6 ______These individuals might include medical doctors, physical not be entirely reliable. This may be due to the effects of a 7-3-9-1-4-2 5-1-8-4-6-8 ______therapists, or athletic trainers. Speech should be assessed for concussion or because the athlete’s passionate desire to return fluency and lack of slurring. Eye motion should reveal no Ask delayed 5-word recall now to competition outweighs the natural inclination to give an What should I do? diplopia in any of the 4 planes of movement (vertical, honest response. Any athlete suspected of having a concussion should be removed from play, 5) NEUROLOGICAL SCREENING horizontal, and both diagonal planes). The pronator drift is If possible, ask someone who knows the athlete well about and then seek medical evaluation. Pass Fail performed by asking patients to hold both arms in front of changes in affect, personality, behavior, etc. Speech ______them, palms up, with eyes closed. A positive test is pronating Signs to watch for: Eye motion and pupils ______the forearm, dropping the arm, or drifting away from midline. Remember, concussion should be suspected in the presence Problems could arise over the first 24-48 hours. You should not be left alone Pronator drift ______For gait assessment, ask the patient to walk away from you, of ANY ONE or more of the following: and must go to a hospital at once if you: Gait assessment ______turn, and walk back. • Symptoms (such as headache), or • Have a headache that gets worse • Are very drowsy or can’t be awakened (woken up) • Signs (such as loss of consciousness), or Any neurological screening abnormality necessitates Return to Play: • Can’t recognize people or places • Memory problems. formal neurological or hospital assessment • Have repeated vomiting A structured, graded exertion protocol should be developed and Any athlete with a suspected concussion should be monitored • Behave unusually or seem confused; are very irritable 6) RETURN TO PLAY individualized on the basis of sport, age, and the concussion for deterioration (ie, should not be left alone) and should not • Have seizures (arms and legs jerk uncontrollably) Athletes should not be returned to play the same day of injury. history of the athlete. Exercise or training should be commenced drive a motor vehicle. • Have weak or numb arms or legs When returning athletes to play, they should follow a stepwise symptom-limited only after the athlete is clearly asymptomatic with physical and • Are unsteady on your feet; have slurred speech. program, with stages of progression. For example: cognitive rest. Final decision for clearance to return to competition For more information see the “Summary and Agreement Remember, it is better to be safe. Consult your doctor after a suspected 1. Rest until asymptomatic (physical and mental rest) should ideally be made by a medical doctor. Statement of the Second International Symposium on concussion. 2. Light aerobic exercise (eg, stationary cycling) Concussion in Sport” in: 3. Sport-specific exercise For more information see the “Summary and Agreement What can I expect? Clinical Journal of Sport Medicine 2005;15(2):48-55 4. Non-contact training drills (start light resistance training) Statement of the Second International Symposium on Concussion typically results in the rapid onset of short-lived impairment that British Journal of Sports Medicine 2005;39(4):196-204 5. Full contact training after medical clearance Concussion in Sport” in: Neurosurgery 2005, in press resolves spontaneously over time. You can expect that you will be told to rest 6. Return to competition (game play) until you are fully recovered (that means resting your body and your mind). Clinical Journal of Sport Medicine 2005;15(2):48-55 The Physician and Sportsmedicine 2005;33(4):29-44 There should be approximately 24 hours (or longer) for each stage, and the athlete Then, your doctor will likely advise that you go through a gradual increase in British Journal of Sports Medicine 2005;39(4):196-204 should return to stage 1 if symptoms recur. Resistance training should only be This tool may be copied for distribution to teams, groups, and exercise over several days (or longer) before returning to sport. Neurosurgery 2005, in press organizations. added in the later stages. Medical clearance should be given before return to play. The Physician and Sportsmedicine 2005;33(4):29-44

8 Perspective Spring 2006 Perspective Spring 2006 9 Laying the Framework for Optimal Coach Career Pathways by Richard Way and Declan O’Leary

evelopingeveloping ssuccessful,uccessful, hhigh-igh- Figure 1 depicts the long-term transition • FUNdamentals (ages 6–9): Children qualityquality ccoachesoaches iiss aann oongoingngoing of athlete to coach during particular should begin to take personal challengechallenge forfor sportingsporting nationsnations LTAD ages and stages. See next page. responsibility appropriate to their age and andand hashas seenseen manymany differentdifferent social and psychological development. Dmethodsmethods ddesigned,esigned, iimplemented,mplemented, rrevisedevised For example, packing their sports gear, At Play: the Athlete’s andand aabandoned.bandoned. TThehe ddebateebate ccontinuesontinues being on time for practice, assisting with to be topical. Across the globe, coaching Experiential Pathway setting up and taking down the training education is under review, as better Many great coaches start as athletes. area and contributing to some refl ection ways are sought to develop competent The Canadian NCCP Evaluation Study on the practice session. coaches. European nations are working indicated that some of the greatest • Learning to Train (ages 8–12): Young to bring together a wide variety of infl uences on good coaches were their athletes should be connecting with training and instructional approaches experiences as athletes. They had positive their coach to understand how to train into a common EU framework. Canada, sporting experiences and good role and to appreciate the decision-making a long-time leader in coach education, is models to emulate when they started to required, and they should be adopting in the midst of a complete re-engineering coach. This fi nding is echoed in an Irish an athletic lifestyle. By introducing them of its National Coaching Certifi cation study that showed that experienced to the concept of the coaching process, Program (NCCP). Concurrently, Long- Irish coaches have extensive experience including the 10-year rule, coaches Term Athlete Development (LTAD) and as players or athletes in the sports they provide athletes an opportunity to refl ect the development of defi ned sport-specifi c coach. An athlete engaged in, contributing on coaching interventions. An example athlete curricula are changing sport both to and taking responsibility for his or would be a soccer coach who asks his or philosophically and programmatically. her training while working with good her players to bring ideas for different This paper seeks to initiate the discussion coaches becomes the best foundation of drills and then has them help run those toward the creation of Long-Term Coach an excellent coach. The Norwegian sport drills. Development (LTCD), which, modelled system focuses on developing self-reliant • Training to Train (ages 11–16): As after the LTAD framework, will provide athletes. young athletes mature they could begin a guide for optimal “coach career contributing to coaches’ program planning pathways”. The LTCD model starts This approach not only through the use of training diaries and when individuals are still active athletes. other feedback tools. Contributing also LTCD suggests that education and produces excellent athletes, educates athletes in understanding training on coaching performance and but also creates the base in the design of training and competition athletic performance have to be available programs, allowing them take greater to young people while they are active those athletes to become responsibility for their performance. athletes to improve their own athletic top coaches during and success and to make them better coaches • Training to Compete (ages 15– if they choose to enter the profession. after their competitive 23±): During this stage, athletes reach adulthood and could take full Four areas must be addressed for the careers. ownership of their performance across all optimal coach career pathway: The LTAD model breaks down an capacities—technical, tactical, physical, 1. At play: the athlete’s experiential mental, lifestyle and personal. To do pathway athlete’s career into stages. Similarly, when applied to developing coaches, the this they should be collaborating with 2. At school: the coach’s educational LTCD model outlines an athlete’s ability their coach. Their involvement and pathway to contribute to her or his own coaching; feedback in training, competition and 3. On the sidelines: the coach’s experiential this could develop sequentially over the program design infl uences performance pathway LTAD stages. The LTCD-recommended results and develops an even greater 4. In the office: ongoing support and athlete experiences are as follows: comprehension of the coaching process. leadership development Also, athletes in this stage are likely

10 Perspective Spring 2006 Perspective Spring 2006 11 to be considering more long-term career Europe. In Britain and the United States, A key planning point in the LTCD coach is limited. However, if their long- Another key strategy is to utilize programs athletes’ experiences from initiation, to options and be studying or developing because of their more entrepreneurial model is ensuring that individuals term career choice is coaching, formal delivered in the three education strands coaching, to transition, to coaching for a trade. approach to sport, private enterprise and benefit from training as they start their study of coaching may be pursued for the ongoing professional development life. Sport-specific LTAD needs to build non-profit organization courses are more coaching journey, even while they are such as taking a university coaching of certified coaches. When career coach coaching positions (both volunteer and • Training to Win (ages 18+): Elite athletes widely available. All nations offer the athletes, perhaps even as teenagers. As degree while playing professionally or pathways are designed, courses should professional) into each sport’s model, are the co-ordinators of the execution federation strand, some more structured well, agencies that offer coach education on a national team. Then, depending be recommended for each LTCD stage. allowing coaches to progressively gain of their training programs. Frank Dick than others. and training should consider the prior on availability of time, the previous This approach enables sport to take the experience needed to master the often speaks of the high performance learning of the individual, with the aim opportunities all apply, as well as moving advantage of the rich array of programs coaching knowledge, skills and qualities coach as the manager of the elite athlete. Reviewing the current coach educational that the right intervention will be offered to seasonal coaches, head instructor or from federations, institutions or others. that are most effective at the LTAD stage While the coach manages the athlete, the pathways reveals gaps in all three strands, to develop the coaching knowledge, skills coach positions. Coaches should also continue to learn at which they coach. Therefore, the athlete’s self–co-ordination primes the and the timing of when coach education and abilities of the coach. from their support teams, reading, key to the LTCD model is the timing athlete for a possible smooth transition is best delivered is not addressed. Upon retirement from high performance online research, conferences, workshops of coach education with respect to the to coaching and sets the foundation for athletic competition to the “Active Coach education covers the “why”, and networking with other coaches. timing of the coaching experience, thus a coaching career. On the Sidelines: the for Life” stage, the individual should “what”, “how” and “who” (although Competencies to be achieved through capturing the “coachable” moments of be ready for a smooth transition into • Active for Life: Upon retirement from these are now being reviewed as the Coach’s Experiential this continuing education should be the individual throughout his or her giving back to sport, possibly through competition, athletes often move into alignment of coach education with LTAD outlined based on the LTCD stage. athletic and coaching career. Pathway coaching. Ideally, athletes will have full-time coaching roles. The retention progresses). However, the “when” of As athletes move through the stages already taken coaching education courses An emerging concept in the support With the creation of sport-specific of former athletes should be encouraged coaching development needs further of LTAD, they become physically and have some experience coaching. of coaches is the development of a LTAD models, technical experts within by national sport organizations and the consideration. The lack of discussion literate before their main growth spurt. Such education and experience enable community of coaches or a coaches’ organizations are considering the sport system, thus utilizing their years of and direction in this area appears to be Some athletes then progress toward opportunities for more leadership as network. This community could be within development of optimal LTCD models. experience and knowledge of coaching. owing to assumptions in each strand. In excellence, with the pinnacle being individuals work toward becoming full- a club, a school or a sport organization’s This should lead to the definition of With the active engagement that has the federation strand, coaching education Olympic or professional success. Others time head coaches. squad system, or it could be a group the coaching capacities, which would occurred throughout their careers, generally occurs as a retention strategy move from the performance pathway to of coaches who are working at the optimize athlete development at all athletes will be better prepared for the upon the retirement of an athlete. The become active for life, which includes same LTAD stage. It can be in person stages of LTAD. transition. As time passes, a coach’s institution strand targets students leaving One of the most important healthy physical activity as well as or virtual. The idea is that a supportive valuable experiences can eventually secondary school, and thus has a relatively It is hoped that this paper will generate contributing back to sport in various capacities for an athlete environment is created so that coaches enable her or him to mentor others, thus defined “when”. The enterprise strand discussion so that, collectively, optimal roles, including coaching. can bring the issues they face in their becoming a coach of coaches. targets individuals already engaged in coach career pathways can be further and coach to develop is practical coaching and find solutions coaching who seek further education or During the “Training to Train” stage, defined, creating more excellent coaches The athlete’s experiential pathway based on the experiences of all the certifications; the individual determines the experiential side of an individual’s the ability to reflect and and resulting in more sport participation outlined above illustrates the optimal coaches. The community of coaches the timing. active coaching journey can begin. The and improved athletic performances. athlete–coach relationship. Athletes who self-evaluate in an honest can also be proactive in promoting a athlete is learning how to develop her do not have those relationships can also The timing of when someone starts to standard of coaching that will optimize or his capacities and about the coaching and accurate way. become excellent coaches; however, the coach generally does not conform to the athletic experiences at the stages of Richard Way, MBA, ChPC, works on develop- process. At that time the athlete also has process of learning to be a coach while delivery of coach education and training. This skill enables athletes to really learn LTAD at which the coaches work. These ment of Long-Term Athlete Development in the opportunity to be a coach through being an active athlete is invaluable in Canadian research has shown that most from their experiences and to develop community networks could be Canada as project manager and a member part-time jobs such as summer sport of the expert team. He is also contracted as a creating high-quality coaches. coaches take their first formal course after their independence. Then, as athletes established for each LTAD/LTCD stage camp assistant or support instructor; sport performance advisor by the PacificSport they have begun their coaching career. become coaches, this ability ensures that so that coaches are sharing experiences Canadian Sport Centre. Richard is a former these jobs initiate young athletes into they continue lifelong learning along of coaching similar athletes. national team athlete and coach who holds an At School: the Coach’s This finding is supported by an Irish the coaching profession. This is when the their coach career pathway. The use of NCI diploma and is a certified Level 5 coach study in which coaches indicated that athlete could be exposed to introductory Another key aspect of ongoing support is and member of Coaches of Canada. Educational Pathway mentoring for coaches, which aims to they take their first coach education coach education courses. the remuneration a coach receives. In the optimize the experiential process, is now Declan O’Leary, MSc, works in the National Currently coach education can be courses two to three years, on average, optimal coach career pathway, financial As athletes age and mature during part of many coach education and coach Coaching and Training Centre (Ireland) and classified into three strands: after they start coaching. Therefore, a key rewards should increase over time as the “Training to Compete” stage, their support schemes. overseas the work of the Centre’s coaching “coachable” moment for coach education the coach progresses in experience. services team. The team’s main role is to • The federation strand offers education knowledge about training increases. and training is missed. Further, many A key to training and retaining top support national governing bodies in sport to and training programs certified by national Formal coach education courses should implement the national coaching development coaches indicated that they acquired their In the Office: Ongoing individuals is that they have sufficient or international sport federations. be undertaken as part of their overall program. Declan has previously worked as a coaching skills and abilities from their time to contribute to their coaching as training program. As well, athletes Support and Leadership physical education teacher with Enable Ireland • The enterprise strand offers education, own athletic experience, the experiences well as the ongoing learning required and with the Brothers of Charity in Cork. may have job opportunities, including training and certification by multisport of their peers (other athletes) and Development in the coaching profession; this can positions such as instructors and assistant organizations or private enterprises. previous coaches, rather than from coach Ongoing learning is an important only be achieved through appropriate coaches. This on-the-job experience education courses. These influences on a consideration for athletes as they move compensation. • The institutional strand offers education, cements the theoretical learning and can coach’s skills and abilities could be either through the LTAD stages. It is also an training and certification through allow athletes to reflect on their own good or bad depending on whether the important feature for excellent coaches. university and college programs. athletic experiences. Any coaching should Conclusion experiences were of good quality and Both should learn from their experiences, complement the training and competition As sports in various countries develop Nations differ in their emphasis on based on sound coaching practices. especially from training sessions and of the athlete, not be a distraction. sport-specific LTAD, they should or are different strands due to the nature of sport Given these findings, coach education from preparation for and performances beginning to overlay complementary within their societies. For example, formal and training must be introduced earlier During the “Training to Win” stage, at events. LTCD to ensure long-term success. coach education through university for the optimal long-term development athletes generally focus full-time on The creation of LTCD needs to address institutions is more prevalent in Eastern of coaches. athletic performance so the ability to

12 Perspective Spring 2006 Perspective Spring 2006 13 How You Practice May Be More Important Than What You Practice By Jack Blatherwick, betterhockey.com

t’st’s notnot easyeasy toto teachteach playersplayers toto the same message was repeated, “If things completing passes and fi nishing with bebe ttenacious,enacious, bbecauseecause iit’st’s nnotot don’t go smoothly, it’s OK to give up.” In good shots. This is true at every level if comfortablecomfortable ttoo ppracticeractice wwhenhen other words, this team would have been the coach requires uncomfortably fast I thingsthings don’tdon’t gogo well.well. HerbHerb BrooksBrooks better off not practicing at all. speed while passing and shooting. Even would often say,say, “You“You must incorporate NHLers will miss some passes when the It’s a shame, really, because the coaches drills that require a second effort, that pace is out of their comfort zone. If this had obviously taken time to plan a incorporate some frustration. If every momentary frustration causes a lack of very creative practice. The drill was fun drill has a simple skating pattern and an focus, and if players are allowed to give and challenging at the start. All that easy shot — and if the players can just up in practice, how can we expect them was needed was coaching at the end. fi nish by skating over to the next line, you to make a second effort in games? Forwards should have gone hard to the have not taught them to make a second net for their rebound and competed until Think of the number of missed passes in effort when it’s diffi cult.” there was a whistle. This would have every Bantam or high school game — the To be a successful coach, it is important forced the defender and goalie to make number of things that don’t go smoothly to list skills and concepts you want to a second effort. But the planning was on each shift. A good practice plan should cover in a season — fundamentals like obviously focused on what to practice prepare players for this frustration, shooting, passing, skating and defensive and not on how. because in a high-tempo playoff game, skills — or competitive drills that teach when the opposition is competing like rink sense, creativity, anticipation, poise It’s not easy to teach players their life depends on it, there will be more and toughness. Systems, team philosophy broken plays than highlight ones. and conditioning are all very important. to be tenacious, because it’s COACH: What is your Provincial Sport It’s not easy to teach players to be In other words, what we practice is not comfortable to practice tenacious, because it’s not comfortable essential — but how we practice may to practice when things don’t go well. be an even higher priority for successful when things don’t go well. Herb Brooks would often say, “You must coaching. Consider this example. Organization is doing for you? The same thing could happen on any drill incorporate drills that require a second I sat down to watch a Bantam practice designed to teach a skill or competitive effort, that incorporate some frustration. a couple of years ago in which the concept. There is no improvement — only If every drill has a simple skating pattern portport inin BritishBritish ColumbiaColumbia isis very creative with their limited staff and The CABC would like to acknowledge and coaches had planned a very challenging formation of bad habits — if players aren’t and an easy shot — and if the players delivereddelivered throughthrough 61 ProvincialProvincial resources in order to achieve them. thank our current PSO partners for their 1-on-1 drill. focused on correct execution and second can just fi nish by skating over to the next Sport OrganizationsOrganizations (PSO) and As part of their coach development ongoing support and encouragement to Starting on one end, the forwards and effort when things don’t go smoothly. It line, you have not taught them to make a theirtheir membermember clubsclubs withwith thethe helphelp initiatives several PSO’s have developed a coaches around the province: Sof Sport BC, 2010 LegaciesNow and the D were involved in a shooting drill is the job of every coach to teach kids second effort when it’s diffi cult.” partnership with the Coaches Association BC Athletics Association until the coaches gave an outlet pass their mind must be as committed to MinistryMinistry ofof Tourism,Tourism, SportSport & thethe Arts.Arts. of BC. Offering their coaches free or “What could be more important?” BC Speed Skating Association to the forward. This started the 1-on-1 improvement as their body. Sport BC is under contract by the Sport reduced rate memberships with our Brooks would ask. “The key is the way BC Waterpolo going toward the other end. All three Secretariat of the Provincial Government organization is just one of the benefi ts Rarely would we see a skating drill done you practice, not what you practice.” If coaches were busy at the start, and no to oversee these 61 Provincial Sport to coaches. This joint membership gives Synchro BC poorly, because without pucks, most players fall while skating corners at high one coached the 1-on-1 competition; so Organizations who currently receive coaches access to a wider variety of players will make 100 percent effort. speed, they should be applauded for their BC Sailing as we might expect, forwards gave up funding under the Block Contribution resources and professional development But when diffi cult skills are involved, effort — but they must also be taught to Curl BC when they lost the puck or after their Program. These organizations receive opportunities. when passing and receiving become get up and fi nish at 100 percent. If they fi rst shot. There was no second effort to collectively a total of $3.9 million annually BC Wheelchair Sports Assn complicated at a higher speed — or when Subsidies, bursaries and assistance miss passes on a fl ow drill, they should to assist in the delivery of sport across get a rebound. The D gave up when the BC Table Tennis Association spontaneous decisions are needed, it is be encouraged to make up a good “Plan are available to coaches who want to forward made a good move and faked British Columbia. easy for players to become frustrated and B” of their own creative thinking. To be continue to upgrade their level of NCCP them out. They didn’t double their effort Each PSO works tirelessly in the areas lose focus. This is precisely the moment successful in games this is what must certifi cation. after a mistake, and in many cases they of organizational development, coach when great coaching can teach the most happen every shift, so we better prepare could have prevented a goal. They just development, athlete development and important competitive habits. for it. When your fi rst plan doesn’t work, skated to the next line. The net affect offi cials development. They have specifi c switch to plan B. of this 40 minute drill was to teach the It’s not a simple skill for three players to goals in each of these areas and must be lesson, “It’s OK to quit.” Over and over, skate up and down the ice at full speed, But never, never give up!

14 Perspective Spring 2006 Perspective Spring 2006 15 Why Respect How to Correct Errors One of the Most Important and Difficult Jobs OPPONENTS? of a Coach is Correcting Technical Errors. hyhy shouldshould I respectrespect mymy Martina Navratilova. Five of those, a belong to anyone until the game is over. Here is the process to your mental picture of adequate 9. Comment on this correction only, opponent? On the surface, it’s good tennis fan will remember, she lost Otherwise, why play the game? For that performance. always telling the athlete fi rst what is notnot oobvious.bvious. IItt rrequiresequires tthathat to Martina at Wimbledon. Pushed to pick matter, it’s not even clear that a title or recommended by Coach right. 5. If there is more than one consistently wewe thinkthink aboutabout thethe naturenature ofof one match, she fi nally named one of the championships is something that you W Jack Donohue: incorrect part, decide which is the most 10. Repeat to above steps for other competition. It’s only at a deeper level of Wimbledon matches she lost as the best own. If you won it, last year’s title will be important to correct at this stage. A good inadequate parts of the skill when understanding that we come to see that match she ever played. Martina brought yours forever. But when the new season 1. Create for yourself a mental picture knowledge of biomechanics, the study of appropriate. we should respect an opponent. Given out the best in her. It’s arguable, along begins, the title is up for grabs again, just of what adequate performance of the human movement, will help here. that understanding we can then cultivate the same lines, that John McEnroe lost his as it was when you had your opportunity skill is, for the age and experience of the 11. When performance of the skill is the habit of respecting an opponent, heart for tennis when his great rival, Bjorn to win it. athletes. 6. Decide what causes this error: physical adequate, praise and set a new standard. we can develop customs and rules that Borg, retired. Likewise, Muhammad Ali 2. Watch the athlete perform the skill – athlete lack of strength, endurance, And competing for a job isn’t like promote that respect; but understanding needed his Joe Frazier; Gwen Torrence several times, from different angles, fl exibility etc; mental – athlete didn’t hear competing for victory in a game. You Jack Donohue was coach of Canada’s the reason fi r it require that we think. needed her Gail Devers. Great athletes without saying anything, and compare or understand the instructions, chose the don’t complete for a job simply for the National Basketball Team from 1972 need great opponents to excel. each performance with your mental wrong cue, etc; psychological – athlete is Although it isn’t at fi rst obvious, if we joy of competing; otherwise, every time – 1988, and was a nationally recognized picture. afraid, bored, unmotivated, etc. do step back from the heat of battle and you got a job you’d resign immediately in coaching expert. think about the nature of competition, All athletes need opponents, order to compete for another one. Sport 3. Identify the part or parts of the skill 7. Give the athlete specifi c but simple the principle of respect for opponents or they couldn’t pay the is different, though. Although we might which, every time, the athlete does instructions on how to correct that one is remarkably simple. If participation in savor a victory or mourn a loss for a correctly. Tell the athlete these points error only. athletic competition is valuable, then a game; all athletes need moment or two, we always want to play fi rst. 8. Make sure the athlete understands good opponent makes it possible for me the game again. 4. Identify the part or parts of the skill the instructions – ask! Then watch while to do something valuable. No opponent, good opponents who the athlete tries the correction several A second point needs to be made here. which, every time, does not correspond no game. In chapter 2 we argued that times. challenge them to excel, that Far from taking away from my efforts to competition, reflectively understood, excel, the excellence of a fairly matched provides us with an opportunity to excel, is, well matched opponents opponent contributes to my efforts; both as athletes and as human beings. but, in addition, human excellence Opponents who do their best to beat me who give their best. – whether of skill or of moral fi ber – is ”oppose” my best effort to beat them, International Coaching For that reason, respect for the in itself worthy of respect. If I think it’s and on that level my opponent’s effort opponent goes to the very depths of worthwhile to try to achieve excellence, to bear me has given me an opportunity, sportsmanship. School Victoria, BC then I should respect excellence in has challenged me to do my best. Coach Skeptical: As I see it, an opponent others. Even as we compete for the title, Summer 2006 Schedule for NCCP Courses at the ICS: Stefen Edberg once said that one of the is trying to take something from me. You how can I not appreciate in others the best matches he played was one in which know that saying in sports: An opponent is achievements, the skill, or the character Level 3 Leadership & Team Building he beat Boris Becker by a completely coming into my house. If somebody breaks I so desire to see in myself? A beautiful August 19 & 20, 26 & 27 August 23, 24, 25 & 26 (Task #17) lopsided score. Since on a good day into my house and tries to steal something backhand is a beautiful backhand, Becker was at the very least as good as from me, am I supposed to respect him for whether it’s mine or yours; a perfect set Recovery & Regeneration Environmental Factors Edberg, a lopsided score could only mean letting me have the opportunity show I can in volleyball is a perfect set; a great effort August 19 & 20 (Task #6) August 23 & 24 (Task #5) that Becker didn’t have a good day. Since protect my property? If I apply for a job and is a great effort. Sport then, is an arena for Becker was not at his best, Edberg could don’t get it because somebody knows the boss learning to gracefully acknowledge and Long-term Athlete Development Biomechanics not have been truly challenged. In other better, should I thank him while I stand in the to respect excellence in others. Respect August 19 & 20 & Planning & August 25 & 26 (Task #10) words, Edberg could not have played his for an opponent, then, also has to do with Periodization (Task 16 & 12) welfare line? Nutrition best match that day. In contrast, when the respect for human excellence which Energy Systems August 26 & 27 (Task #4) Chris Evert, during an interview just Interesting analogies, but they don’t our very decision to play the seriously August 21 & 22 (Task #1) after she announced her retirement from really work. Victories in sport aren’t commits us to. Business Planning tennis, was asked what the best match owned like property; they are won by Mental Preparation of Athletes August 26 & 27 (Task #18) Excerpt from CABC Library resource book: she ever played was, she referred to all of playing the game well. Even if you think & Coaches Coaching for Character by Craig Clifford and of victory as a kind of property; it doesn’t the Grand Slam fi nals she played against Randolph Feezell August 21 & 22 (Task 7 & 8)

16 Perspective Spring 2006 Perspective Spring 2006 17 Provincial Sport Coach Contacts Aboriginal Sport Alex Nelson Executive Director 250-544-1667 NCCP Course Schedules Amputee Sports Madeleine Anderson President 604-737-3039 Introduction to Competition Part A Archery James Wiebe Coaching Coordinator 250-545-7508 Athletics Brian McCalder President 604-737-3170 (replaced Theory Level 1 in April 2004) Badminton Al Mawani Program Director 604-737-3030 Baseball Rob Arnold Program Director 604-737-3037 Includes the Following Modules - Make Ethical Decisions, Planning a Practice OLYMPIC PROFILE Basketball Mike McNeill Development Manager 604-718-7490 and Nutrition Biathlon Jeremy Campbell President 250-567-9226 Dates Location Host) Phone # Blind Sports Jane Blaine Executive Director 604-325-8638 Rob Kober, Freestlye Skiing (Moguls) Bowling 5 Pin Bob Latham Technical Director 604-587-3163 Mar 24, 25, 2006 North Vancouver North Van Rec Commission (604) 987-7529 Mar 25, 26, 2006 Nanaimo PacificSport - Vancouver Island (250) 753-3245 by Judy Joseph Bowling 10 Pin Art Grove Coaching Coordinator 604-594-6682 Bowls David Brown Coaching Coordinator 604-986-1801 Mar 25, 26, 2006 West Vancouver West Van Rec Centre (604) 925-7210 Boxing Bob Pegues Coaches Rep 250-964-4009 Mar 25, 26, 2006 Vancouver Langara College (604) 323-5322 Broomball Rick Przybysz Coaching Contact 250-658-8838 Mar 30, 31, 2006 Abbotsford Abbotsford Minor Baseball (604) 828-2401 Canoe Racing Mary-Jane Abbott President 604-460-0584 Apr 1, 2, 2006 Castlegar Selkirk College (250) 365-1208 CP Sports Maxine Clark Sport Dev. Coordinator 604-599-5240 Apr 7, 8, 2006 New Westminster Douglas College (604) 527-5472 Cricket Atul Kaul Coaching Contact Apr 8, 9, 2006 Surrey Tong-Louie Family YMCA (604) 575-9622 Curling Curling Offi ce Coaching Contact 604-737-3040 Apr 15, 16, 2006 Vancouver Langara College (604) 323-5322 Cycling Allan Prazky Coaching Coordinator 604-737-3137 Apr 29, May 7, 2006 Maple Ridge West Coast Kinesiology (604) 467-4675 Deaf Sports Michele Decaire Coaching Coordinator 604-737-3041 Jun 10, 11, 2006 Maple Ridge West Coast Kinesiology (604) 467-4675 Disc Sports Mike Kaweski Outreach Coordinator 604-737-4984 Jun 9, 10, 2006 New Westminster Douglas College (604) 527-5472 Diving Beverly Boys Executive Director 604-541-9332 Dragon Boat Johnny Lee 604-321-7839 Fencing Jerzy Kajrenius Provincial Coach 604-737-3044 Introduction to Competition Part B Field Hockey Robin D'Abreo Coaching Coordinator 604-737-3046 (replaced Theory Level 2 in April 2004) Figure Skating Barb Stott Coaching Coordinator 604-205-9703 Football Pat Waslen PSO 604-583-9363 Includes the Following Modules - Design a Basic Sport Program, Teaching Golf (W/M) Jerry Walker Coaching Contact [email protected] and Learning and Basic Mental skills Gymnastics Darren Stolz Coaching Coordinator 604-737-3139 Handball (Team) Brad MacFalane Coaching Coordinator 604-853-0664 Dates Location Host Phone # Hockey Jim Weicher Coaching Contact 250-748-7614 Horse Council Wendy Christoff English Coordinator 800-345-8055 Mar 4, 5, 2006 North Vancouver North Van Rec Commission (604) 987-7529 Horse Council Lydia Cameron Western Coordinator 800-345-8055 Mar 4, 5, 2006 Kelowna PacificSport - Okanagan (250) 469-8854 Horse Council Ken Huber Driving Coordinator 800-345-8055 Mar 4, 5, 2005 Vancouver Langara College (604) 323-5322 Horseshoe Wendy Tomasevic Coaching Coordinator 604-525-4375 Mar 4, 5, 2005 White Rock Wh Rock South Surrey Baseball Assn (604) 628-7270 Judo Ron Wright Executive Director 604-467-8643 Mar 24, 25, 2006 Courtenay Courtenay Recreation (250) 338-1000 Karate James Johnson Executive Director 604-737-3051 Mar 25, 26, 2006 Nanaimo PacificSport - Vancouver Island (250) 753-3245 Lacrosse Sean Dukes Technical Director 604-421-9755 Mar 25, 26, 2006 Kamloops PacificSport - Interior (250) 828-3583 Luge James Robinson President 250 334-0741 Apr 1, 2, 2006 Abbotsford Abbotsford Minor Baseball (604) 828-2401 Mod. Pentathlon Ian Soellner Coaching Coordinator 604-730-7229/ Apr 1, 2, 2006 West Vancouver West Van Rec Centre (604) 925-7210 250-656-4086 Apr 7, 8, 2006 New Westminster Douglas College (604) 527-5472 Netball Mary Webb Coaching Coordinator 604-293-1820 Aor 22, 23, 2006 Castlegar Selkirk College (250) 365-1208 Orienteering Jennifer Fenton Coaching Coordinator 604-519-4862 Apr 22, 23, 2006 Vancouver Langara College (604) 323-5322 Parachuting John Davies Coaching Contact 604-888-1809 Rob Kober photo Apr 29, 30, 2006 Surrey Tong-Louie Family YMCA (604) 575-9622 Racquetball Rick Mattson Coaching Coordinator 604-986-7934 Jun 9, 10, 2006 New Westminster Douglas College (604) 527-5472 Rhythmic Gym. Rythmic Offi ce Coaching Developer 604-738-9193 kneeknee injuryinjury tooktook MogulsMoguls long as it was possible to earn a living. last four years during training camps. Ringette Kim Robbie Coaching Contact 250-550-5322 Theory Level 3 Schedule AssistantAssistant CCoachoach RRobob KKoberober That was 16 years ago.” We know the Olympic course and have Rifl e P. Murray President 604-658-4756 Rowing Penny Gardner Executive Director 604-737-3064 Dates Location Host Phone # (Penticton)(Penticton) fromfrom anan athlete,athlete, toto simulated it very closely at our last pre- Rugby Dave Brown B.C. Coach 604-737-3065 Kober was lucky enough to earn his thethe rroadoad ttoo tthehe OOlympicslympics aass a Olympic camp. Sailing Tina Moberg-Parker Coaching Coordinator 604-737-3127 Mar 25, 26, 2006 Nanaimo PacificSport - Vancouver Island (250) 753-3245 coaching credentials from his mentor, May 6, 7, 27, 28, 2006 Vancouver Western Leisure Consultants (604) 731-7066 Acoach.coach. KoberKober waswas bornborn inin EdmontonEdmonton School Sports Sue Keenan Executive Director 604-737-3066 Peter Judge, who is and has been a leader Skiing, Alpine Gordie Bowles Technical Director 604-737-3072 and grew up in Red Deer, AB. He went in the sport of Freestyle Skiing since its “We know the competition Skiing, Disabled Andrea Robinson Coaching Contact 604-737-3042 Homestudy Contact Information to school at the University of Calgary, Skiing, Freestyle Wade Garrod Coaching Contact 250-550-5322 inception to the FIS and the inauguration Location Host Phone # coached at the club level in Calgary and and what to expect and we Skiing, XCountry Georgia Manhardt Coaching Coordinator 250-545-9600 of the World Cup circuit in 1979. Soaring David Parsey President 604-734-1177 New Westminster Douglas College (604) 527-5492 Prince George before becoming BC Team feel like our planning has Soccer David Irvine Technical Director 604-299-6401 Vancouver Western Leisure Consultants - Eric Broom (604) 731-7066 Head Coach from 1995 to 2002. “I was lucky enough to have Peter as my Softball Linda Slavin General Manager 604-531-0044 master coach for my Level 4 NCCP but Special Olympics Nina Cecchini Coaching Coordinator 604-737-3055 Equivalency Kober had a knee injury early in the been bang on.” Speed Skating Lorna Holbeck Coaching Contact 604-557-4020 even prior to that Peter was someone Squash Leigh Skelton Executive Director 604-737-3017 Equivalency is ONLY available for Theory Levels 1 and 2 under the old NCCP Program. Equivalency for ski season and switched all of his Kober is one of eight BC coaches Introduction to Competition Parts “A” and “B” (under the new NCCP Program) is NOT AVAILABLE AS SUCH I tried to model my coaching after and Swimming Andy Moss Program Director 250-479-2004 courses from the Faculty of Commerce (please see below for more information). heading to the Olympic Games in Italy. Summer Swim Carrie Matheson Coaching Coordinator 604-473-9447 would go out of my way to observe and A Bachelors Degree in Physical Education or related sport field is required to receive Theory Level 1 at the University of Calgary to Physical Synchro Swim Ursula Pedersen Technical Director 604-737-3160 eavesdrop. I have learned from and been The Coaches Association of BC is a Equivalency. A Masters Degree in Physical Education or related sport field is required to receive Theory Education. dynamic and progressive organization Table Tennis Chandra Madhosingh Coaching Coordinator 604-739-8029 Level 2 Equivalency. NO OTHER EDUCATION WILL BE CONSIDERED FOR EQUIVALENCY. THESE ARE THE inspired by Peter my entire coaching Target Sports(air rifl e, 22) Steve Storch Coaching Coordinator 250-964-7137 specializing in the development and REQUIREMENTS AS SET OUT BY THE COACHING ASSOCIATION OF CANADA. “I had coached part time before retiring career.” Tennis Matt Dolf Coaching Coordinator 604-737-3119 Equivalency Fee Structure professionalization of coaches in British Trapshooting Keith Hutchison Coaching Coordinator 250-475-2384 as an athlete and felt that I was good Theory Level 1 - $35 Triathlon K.C. Emerson Coach Committee 604-736-3176 This will be his fi rst Games as a participant Columbia. It exists to ensure the support Theory Level 2 - $40 at it and enjoyed it so it was an easy Volleyball Dawna Sales Technical Director 604-291-2007 in any capacity. But the coaching staff feel and ongoing education of BC coaches Theory Levels 1 and 2 - $60 transition,” said Kober from a training Water Polo Kyna Fletcher Coaching Contact 604-737-3148 NCCP Theory Levels 1 and 2 Equivalency is available ONLY to coaches who completed their Degree(s) confi dent going into the Games and Kober who will in turn provide all BC sport Water Ski Kim McKnight Coaching Coordinator 250-696-6677 session in Tignes, France. “I told myself BEFORE APRIL 1, 2004. believes the athletes sense this. “We have Weightlifting Andrew Merrylees Coaching Contact 604-294-3478 I would continue to pursue coaching as participants with the best possible created all sorts of circumstances over the programs and services. Wheelchair Gail Hamamoto Dore Sport Coordinator 604-737-3195 Whitewater Kayak Clive Roberts Coaching Contact 604-980-1381 Wrestling MaryAnn Decorby Coaching Coordinator 604-737-3092 18 Perspective Spring 2006 For more information and a complete listing of NCCP courses around the province go to the CABC website at: www.coaches.bc.ca KEYNOTE SPEAKER John Furlong CEO, VANCOUVER 2010 ORGANIZING COMMITTEE GUEST COACHES: Elaine Dagg- Neal Melody Jackson Marshall Davidson BRONZE MEDAL GOLD MEDAL GOLD MEDAL WINNING WOMEN'S WINNING NATIONAL WINNING WOMEN'S OLYMPIC CURLING LONG TRACK SPEED HOCKEY COACH COACH SKATING COACH One other coach is to be selected to attend at the time of printing.

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