NCCP Planning a Practice Coach Workbook PDF

Coach Workbook NCCP Planning a Practice Coach Workbook  PARTNERS IN COACH EDUCATION The National Coaching Certification Program is a collaborative program of the Government of Canada, provincial/territorial governments,...

Coach Workbook NCCP Planning a Practice Coach Workbook  PARTNERS IN COACH EDUCATION The National Coaching Certification Program is a collaborative program of the Government of Canada, provincial/territorial governments, national/provincial/territorial sport organizations, and the Coaching Association of Canada. The programs of this organization are funded in part by the Government of Canada. © This document is copyrighted by the Coaching Association of Canada (2020) and its licensors. All rights reserved. Printed in Canada.  NCCP Planning a Practice: Coach Workbook Table of contents 1 The National Coaching Certification Program....................................................................4 1.1 The NCCP 1–3–5–7 definition.........................................................................................5 1.2 Purpose of the document.................................................................................................6 1.3 NCCP core competencies................................................................................................6 1.4 Learning outcomes..........................................................................................................7 1.5 Overall context.................................................................................................................8 1.6 Workbook topics...............................................................................................................8 1.7 NCCP Emergency Action Plan.........................................................................................8 1.8 Children’s expectations of sport: Ice breaker...................................................................9 2 Plan a practice.................................................................................................................... 10 2.1 Your starting point........................................................................................................ 10 2.2 Questions to consider....................................................................................................11 3 Skills and abilities.............................................................................................................. 12 3.1 What abilities and skills does your sport require?......................................................... 12 4 Who are my participants?................................................................................................. 17 4.1 Long-term development (LTD)...................................................................................... 17 4.2 Matching them up…...................................................................................................... 19 5 What are the logistics of my practice?............................................................................. 22 5.1 Logistics and safety...................................................................................................... 22 6 What are the objectives of my practice?.......................................................................... 24 6.1 Identifying objectives..................................................................................................... 24 6.2 Planning objectives....................................................................................................... 25 7 Skill development............................................................................................................... 27 7.1 Your starting point…...................................................................................................... 27 7.2 Stages of skill development.......................................................................................... 27 7.3 Developing an athletic ability........................................................................................ 29 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 7.4 Developing a basic skill and a physical ability at the same time................................... 31 8 Organizing your practice................................................................................................... 35 8.1 Motivating and challenging your participants................................................................ 35 8.2 Practice plan worksheets.............................................................................................. 36 8.3 Checklist for planning a practice................................................................................... 39 9 Action Card......................................................................................................................... 41 10 Self-assessment................................................................................................................. 42 11 Additional notes................................................................................................................. 43 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook Acknowledgements Main Writers Donna Harris, ChPC Contributors Adam Sollitt Charles Cardinal Claudia Gagnon David Cooper David Hill, ChPC Gérard Lauzière, ChPC Jennifer Misurelli Jennifer Stielow Kelly Lockwood, ChPC Kevin Bowie Kylo Harris, ChPC Leo Thornley Lynn Boudreau, ChPC Maxime Trempe Megan Foster Myriam Paquette Peter Niedre, ChPC Suzanne Chaulk, ChPC Yolande Usher Production Elite Communication, translation services Norm Reid, production design Paul Whittingham, production design Plum Copy, copyediting services The Collection, Use and Disclosure of Personal Information The Coaching Association of Canada collects your NCCP qualifications and personal information, and shares that with all NCCP partners, according to the privacy policy detailed online at www.coach.ca. By participating in the NCCP, you are consenting to your information being gathered and shared as detailed in the privacy policy. If you have any questions or would like to abstain from participating in the NCCP, please contact [email protected]. 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 1 The National Coaching Certification Program Welcome to the National Coaching Certification Program (NCCP) Planning a Practice workshop. This workshop’s goal is to prepare coaches to plan safe and effective practices. This workshop is part of the NCCP, a national training and certification program offered in over 65 sports in Canada. More than 2 million coaches and sport leaders have taken part in training, education and certification activities offered by the NCCP, since its inception in 1974. The NCCP is a collaborative program of the Government of Canada, provincial/territorial governments, national/provincial/territorial sport organizations, and the Coaching Association of Canada. Workshop participants will receive NCCP credit, and they can track their progress in The Locker, the NCCP database that supports the efforts of all coaches in Canada involved in coach education. Page 4 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 1.1 The NCCP 1–3–5–7 definition 1 National Coaching Certification Program (NCCP) One National across all sports, contexts, provinces and territories program: 3 Three streams, based on age and stage Community Sport Competition Instruction of athlete development: 5 Problem- Critical Interacting Five core solving thinking competencies woven into all Leading Valuing NCCP training: Provide 7 Make support to Plan Support the ethical a practice competitive Seven NCCP athletes in decisions experience outcomes on training which coaches are evaluated within the competency- Design Manage Analyze based a sport a sport performance education program program program: 2023 © Coaching Association of Canada Page 5  NCCP Planning a Practice: Coach Workbook 1.2 Purpose of the document This Coach Workbook is your record of what you did and what you learned in the Planning a Practice workshop. We recommend that you save your workbook and consult it regularly to ensure continuous improvement of your coaching skills. This Coach Workbook often points you to Reference Material, a document developed to deepen your knowledge of key coaching topics. The Reference Material is provided along with this Coach Workbook when you register for the NCCP Planning a Practice workshop. 1.3 NCCP core competencies Problem- Critical Interacting solving thinking Valuing Leading As you progress through this module, you’ll work on developing 5 core competencies. Those competencies will help you become more effective and have a more meaningful impact on participants’ experiences. The competencies are problem-solving, valuing, critical thinking, leading and interacting. At several points in the module, you’ll participate in activities that involve reflecting on and assessing your learnings, relative to these 5 competencies. These are important activities, because you’ll indicate how you’ll apply and model the 5 core competencies in your participants’ training. Here are just some of the ways these competencies come into play in the Planning a Practice workshop: Problem-solving Develop an initial practice plan and progressively modify it as new knowledge is acquired. Determine an appropriate structure for a practice. Design activities that develop both technical skills and athletic abilities. Valuing Appreciate how a structured and organized practice promotes learning. Appreciate the need to consider potential risk factors when planning practice activities. Ensure that activities respect growth and development characteristics. Page 6 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook Critical thinking Compare current knowledge, skills and attitudes with the information provided in the Reference Material. Leading Where appropriate, develop a rationale for challenging the status quo about how certain training activities are implemented. Develop strategies to manage time and resources, given the need for safety and a long- term approach to athlete development. Interacting Work with other coaches to design activities that develop both technical skills and athletic abilities. 1.4 Learning outcomes The NCCP distinguishes between training and certification. The NCCP Planning a Practice module is 1 of a number of training opportunities in the “Introduction to competition” context. To become certified in this and other coaching contexts, you must be evaluated and you must provide evidence in the evaluation that you meet certain criteria. The learning outcomes listed below reflect the evidence and criteria that apply to this module. This module’s learning activities will prepare you to: Explain the Identify Establish an importance of appropriate appropriate logistics in the activities for structure for development of each part of the your practices a practice plan practice 2023 © Coaching Association of Canada Page 7  NCCP Planning a Practice: Coach Workbook 1.5 Overall context This module is 1 of many offered in the National Coaching Certification Program (NCCP). For more information on the NCCP and the modules it offers, visit the Coaching Association of Canada’s website at www.coach.ca. 1.6 Workbook topics There are 6 topics in this coach workbook: What are the skills and abilities of your sport? Who are my participants? What are the logistics of my practice? What are the objectives of my practice? Skill development Organizing your practice 1.7 NCCP Emergency Action Plan In order to complete this Planning a Practice module, you must also complete the NCCP Emergency Action Plan (EAP) eLearning module. This NCCP eLearning module on creating and using an EAP prepares coaches to respond calmly, quickly and effectively if a sport participant is seriously injured during practice or competition. This eLearning module will take approximately 15 minutes to complete. To complete this module, go to https://thelocker.coach.ca/onlinelearning#EAP-E Once you have completed the NCCP Emergency Action Plan eLearning module, the credit will appear on your coach transcript. Page 8 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 1.8 Children’s expectations of sport: Ice breaker Takeaway messages from the ice breaker activity can be noted below. 2023 © Coaching Association of Canada Page 9  NCCP Planning a Practice: Coach Workbook 2 Plan a practice 2.1 Your starting point... 2.1.1 Using the space below, spend a few minutes on your own and plan a practice for your participants. Include an activity aimed at developing a basic skill in your sport. Page 10 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 2.2 Questions to consider 2.2.1 What questions did you ask yourself as you were planning your practice? 2.2.2 How do you know if the practice was successful? What indicators would you look for? 2.2.3 Share your ideas with other coaches. See what would be worth adding to your list of questions that you can consider when planning a practice. After debriefing with the group, refer to Appendix 2 in the Reference Material. 2023 © Coaching Association of Canada Page 11  NCCP Planning a Practice: Coach Workbook 3 Skills and abilities 3.1 What abilities and skills does your sport require? Skills are the technical and tactical elements associated with the sport. Abilities refer to the athletic abilities needed in the sport. 3.1.1 Review the information below. Apply your ratings for “Importance in my sport” and fill in how “This is demonstrated in my sport by...” My sport: Physical ability This means being This is demonstrated Ability/skill Importance in my sport able to… in my sport by … Speed Segment speed Sequence body ○ Very high movements to have ○ High a distal segment ○ Moderate (example: hand/arm, leg/foot) of the body ○ Not important / N/A move at high speed Speed Whole-body speed Perform quick movements or cover ○ Very high a given distance in ○ High the shortest possible ○ Moderate time (example: all-out ○ Not important / N/A efforts lasting up to 8 seconds) Speed Multi-directional speed ○ Very high The ability to make ○ High quick changes in ○ Moderate direction ○ Not important / N/A Page 12 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook Physical ability continued This means being This is demonstrated Ability/skill Importance in my sport able to… in my sport by … Stamina* Aerobic capacity (endurance) Sustain a dynamic ○ Very high effort over an ○ High extended period of ○ Moderate time (example: efforts ○ Not important / N/A lasting several minutes or even hours) Stamina* Aerobic power Perform high-intensity, ○ Very high dynamic efforts and ○ High do so predominantly ○ Moderate aerobically (example: ○ Not important / N/A 2 to 10 minutes) Stamina* Speed endurance (anaerobic lactic) Sustain efforts at near ○ Very high maximum speed for ○ High as long as possible ○ Moderate (Example: very intense ○ Not important / N/A efforts lasting between 10 and 60 seconds) * Aerobic stamina is a broad term that is sufficient for most sports. But, endurance sports require more specific terms: aerobic power and aerobic capacity. 2023 © Coaching Association of Canada Page 13  NCCP Planning a Practice: Coach Workbook Physical ability continued This means being This is demonstrated Ability/skill Importance in my sport able to… in my sport by … Strength Core stability ○ Very high The ability of the trunk ○ High and muscles proximal ○ Moderate to the shoulder ○ Not important / N/A Strength Strength endurance Perform repeated ○ Very high muscle contractions ○ High at intensities below ○ Moderate maximum strength (15 to 30 repetitions or ○ Not important / N/A more) Strength Hypertrophy ○ Very high Gain muscle size ○ High (cross-sectional area) ○ Moderate ○ Not important / N/A Strength Maximum strength Make a muscle or muscle group generate ○ Very high the highest level ○ High of tension during a ○ Moderate maximum contraction, ○ Not important / N/A regardless of its duration Strength Power Perform a muscle contraction or ○ Very high overcome a resistance ○ High as fast as possible ○ Moderate (normally very ○ Not important / N/A brief efforts of 1 or 2 seconds) Flexibility/ Perform movements ○ Very high suppleness of large amplitude at a ○ High joint, without sustaining an injury ○ Moderate ○ Not important / N/A Page 14 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook Motor ability/physical literacy This means being This is demonstrated Ability/skill Importance in my sport able to… in my sport by … Agility The ability to execute ○ Very high movements or to move ○ High rapidly, with precision and with ease. ○ Moderate ○ Not important / N/A Balance Achieve and maintain ○ Very high stability, or keep control of the body ○ High during the execution of ○ Moderate movements ○ Not important / N/A Coordination Perform movements in ○ Very high the correct order and at ○ High the right time ○ Moderate ○ Not important / N/A Quickness Quickness is the ability ○ Very high to react and change body position with a ○ High maximum rate of force ○ Moderate production ○ Not important / N/A Technical/tactical skills This means being This is demonstrated in Ability/skill Importance in my sport able to… my sport by … Acquire: to Acquire and learn and consolidate basic sport- develop the specific skills skill and Consolidate: skill Analyze a basic ○ Very high performance situation and produce a ○ High shifts from correct response (that ○ Moderate being fragile gives a competitive advantage or increases ○ Not important / N/A and prone the probability of a to disruption good performance) to being stable and repeatable 2023 © Coaching Association of Canada Page 15  NCCP Planning a Practice: Coach Workbook This means being This is demonstrated Ability/skill Importance in my sport able to… in my sport by … Variations Acquire and of basic consolidate variations technical/ of basic, sport-specific ○ Very high tactical skills skills ○ High and ○ Moderate Analyze a complex ○ Not important / N/A situation and produce a correct response Mental skills (as appropriate) This means being This is demonstrated Ability/skill Importance in my sport able to… in my sport by … Attentional Actively direct ○ Very high control one’s attention to ○ High relevant cues in the environment ○ Moderate ○ Not important / N/A Emotional Maintain appropriate ○ Very high control feelings at optimum ○ High levels of intensity and functioning ○ Moderate ○ Not important / N/A Goal setting Establish what one wants to accomplish, ○ Very high thereby giving a ○ High sense of purpose and ○ Moderate direction to training and competition ○ Not important / N/A Page 16 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 4 Who are my participants? 4.1 Long-term development (LTD) 4.1.1 Who are your participants? Answer the questions and fill in the tables below. Gender identity (check all that apply) Female ○ Male ○ Another (example: trans or transgender person; two-spirit; nonbinary, agender or gender-neutral person) ○ Note: Consider that some participants may not identify as male or female. In your practices, use language that is safe and welcoming to all participants. Developmental (LTD) stage Based on your sport’s athlete development model, in what LTD stage are your participants? If you’re unsure and can get online, search your sport and athlete development model to find the answer. In addition, find sport-specific athlete development recommendations that apply to the context for your participants. Number of participants in each age group and gender identity: Age group Male Female Another Developmental stage Young children: 3 to 5 years Children: 6 to 7 years Children: 8 to 9 years Pre-puberty: 10 to 11 years Puberty, stage 1: 12 to 15 years Puberty, stage 2: 15 to 18 years Young adults: 19 to 22 years Adults: 22 years or more Total 2023 © Coaching Association of Canada Page 17  NCCP Planning a Practice: Coach Workbook Within each age group, are there differences in: Height and weight? Yes ○ No ○ Skill level? Yes ○ No ○ Level of experience? Yes ○ No ○ Social/emotional maturity? Yes ○ No ○ Developmental stage? Yes ○ No ○ States of mental health? Yes ○ No ○ Know your participants Are there other participant characteristics that will affect how practices are planned and implemented? (example: injuries, cultural considerations, states of mental health, allergies, personality differences, time in the sport) Page 18 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook Other physical activities Are there participants who participate in other sports or physical activities (example: dance) at the same time as the sport you’re coaching? Identify the number of participants and list the sports and activities in which they’re involved. If you don’t have this information at this time, please check with your participants so you can incorporate it into your future practices. Reflection of impact on practice planning What are the implications of your answers above? How do they impact the way you interact with and group your participants? Will this change your approach to practice planning? 4.2 Matching them up… 4.2.1 In 3.1.1, you determined how important specific abilities are for your sport. In the left-hand column of the table below, list those abilities that you previously rated High, Very high or Moderate. 4.2.2 Check the Reference Material, section 2.13 “Sport for Life athlete development matrix.” For each ability in the table below, mark which abilities should be emphasized. Note those abilities that aren’t a priority, because they are unsafe or because the participants’ bodies can’t yet respond to this type of training. 4.2.3 If you can get online, check the LTD model for your sport. What skills and abilities are priorities for the age and stage of your participants? 2023 © Coaching Association of Canada Page 19  NCCP Planning a Practice: Coach Workbook Physical abilities (athletic abilities) Abilities that are a priority Abilities that aren’t Abilities required in my based on participants’ a priority, given sport ages and stage of participants’ ages and development stages of development Technical and tactical skills Skills that are a priority Skills that aren’t based on participants’ a priority, given Skills required in my sport ages and stage of participants’ ages and development stages of development Mental skills Skills that are a priority Skills that aren’t based on participants’ a priority, given Skills required in my sport ages and stage of participants’ ages and development stages of development Page 20 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook Social/emotional skills (including gender differences) Skills that are a priority Skills that aren’t based on participants’ a priority, given Skills required in my sport ages and stage of participants’ ages and development stages of development Life skills Skills that are a priority Skills that aren’t based on participants’ a priority, given Skills required in my sport ages and stage of participants’ ages and development stages of development 2023 © Coaching Association of Canada Page 21  NCCP Planning a Practice: Coach Workbook 5 What are the logistics of my practice? 5.1 Logistics and safety To plan effective practices, coaches must efficiently and safely use the facilities and equipment available to them. Please take a few minutes to review the questions below and list the elements that are available to you for your practices. Coaches are reminded that an additional safety module must be completed online in order to achieve trained status. The module includes an overview of developing an emergency action plan (EAP) and information regarding liability. Supporting documentation on safety can also be found in the Reference Material in Appendices 3 to 8. Use the table below to describe the facilities/location, equipment and time available for your practices. What facilities and equipment do you have access to for your practices? (example: a gymnasium, 8 balls) What days and times can you usually use and have access to these facilities and equipment? (example: Friday, 6 pm to 7 pm) Are there restrictions to your use of these facilities and equipment? (example: equipment requires transportation, equipment must be shared with another team, facilities are available for my sport only early in the mornings, I can never get 2 consecutive hours in the facility, I have to share the facility with another team) What safety considerations do you make for the environment and the nature of your sport? Page 22 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook Practice logistics Notes and safety considerations Location/facility (If you lead practices at multiple locations, be sure to note the safety considerations for each location.) Equipment Days/times available Restrictions Environmental safety Psychological safety (Psychological safety refers to the emotional and mental well-being of everyone in the learning environment. It requires trust that comes from vulnerability, honesty and mutual respect, which allows everyone to bring their authentic selves to the practice or sport environment. For example, this involves welcoming the type of clothing to be worn, considering the needs of different cultures and faiths, acknowledging gender appropriately, …) 2023 © Coaching Association of Canada Page 23  NCCP Planning a Practice: Coach Workbook 6 What are the objectives of my practice? 6.1 Identifying objectives Note key points from the group discussion about objectives. Practice objectives Additional considerations Page 24 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 6.2 Planning objectives Think about your next 2 practices. If you aren’t coaching right now, identify the objectives for your first 2 practices when you return to coaching, or select objectives that are important to you in your sport. List the objectives for each practice below. Note why you chose each objective and identify how it links to the ages and stages of your participants. Be specific. Identify the objective and then link it to a specific type of objective discussed during the group brainstorming. Please note that you may have more than 1 objective in 1 section of the practice and throughout the practice. For example, you may be doing a tactical drill that develops the tactic, but also develops an athletic ability like speed or aerobic stamina. Or, you may be developing a technical skill that also incorporates balance or coordination. The objectives identified here will be used when you plan a complete practice at the end of the module. Practice #1 Objectives: Type of objectives (example: athletic ability, technical skill, tactical skill, life skill) Why did you choose this objective or these objectives? How do these objectives link to the ages and stages of your participants? 2023 © Coaching Association of Canada Page 25  NCCP Planning a Practice: Coach Workbook Practice #2 Objectives: Type of objectives (example: athletic ability, technical skill, tactical skill, life skill) Why did you choose this objective or these objectives? How do these objectives link to the ages and stages of your participants? Page 26 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 7 Skill development 7.1 Your starting point… 7.1.1 When you planned your practice in section 2.1, you included an activity to develop a basic skill in your sport. Describe 1 skill from the practice, in full detail below. If necessary, include diagrams so that another coach can take your description or plan and run the activity. 7.2 Stages of skill development Read “Skill development,” section 5.4 in the Reference Material, which outlines the stages of skill development and the needs of participants at each stage. 7.2.1 Reflecting on what you’ve read, indicate the stage most of your participants are at for the skill you decided to develop in 7.1.1. What evidence did you use to reach this conclusion? Record your answers in the table below. Your participants’ abilities may be spread across several stages of skill development (example: from initiation to consolidation). For the activity you described in 7.1.1, are many participants at another stage of skill development too? If so, at which stage? 2023 © Coaching Association of Canada Page 27  NCCP Planning a Practice: Coach Workbook Stage of development for the skill Evidence for reaching this conclusion Most of my participants are at the: ○ Cognitive stage – Acquiring the skill ○ Associative stage – Consolidating the skill ○ Autonomous stage – Refining the skill My second largest group of participants are at the: ○ Cognitive stage – Acquiring the skill ○ Associative stage – Consolidating the skill ○ Autonomous stage – Refining the skill In section 5.6 of your Reference Material, the “Activity planning guidelines for various stages of skill development” table outlines a number of variables that can affect the conditions in which participants practice. The table also describes how those variables may change with participants’ stage of skill development. 7.2.2 Based on this information, analyze the activity you developed in exercise 7.1.1, and determine if it is appropriate for the stage of skill development of most of your participants. If it isn’t appropriate for the stage, adjust your activity so that it matches the guidelines for the skill development stage or level of most of your participants. Now that you’ve matched the activity to your largest group’s stage, continue by adjusting your activity for the stage of skill development of your second largest group of participants. Page 28 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 7.3 Developing an athletic ability As a review, refer to section 1.1 of the Reference Material where the athletic abilities are defined and summarized. 7.3.1 Working in groups and using the information above and in section 4.4 of the Reference Material, design an activity that could be used to develop 1 of the athletic abilities below. The LF will assign you 1 or 2 athletic abilities. You’ll fill in answers for the rest of the athletic abilities as each group shares their answers. Stage of development Athletic ability Activity the activity fits with Speed Speed endurance Aerobic stamina 2023 © Coaching Association of Canada Page 29  NCCP Planning a Practice: Coach Workbook Stage of development Athletic ability Activity the activity fits with Strength Strength endurance Flexibility Page 30 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 7.4 Developing a basic skill and a physical ability at the same time 7.4.1 Guidelines In your Reference Material, refer to sections 4.2 to 4.4: “Training athletic abilities: Summary and key points” to “Correctives: Core (stability) training” Using this information, analyze the characteristics of the activities you planned in your practice in section 2.1 of this workbook. Given the type of effort participants are making, which athletic ability appears to be trained? Don’t forget to account for the modifications you made in section 7.2. 7.4.2 Refer to the table in 4.3 where you identified athletic abilities that should be a priority and others that shouldn’t be a priority, given your participants’ ages. Is the athletic ability for which you designed your activities appropriate for your participants’ stage of development? Yes ○ No ○ If you answered yes, modify your activity to make it as consistent as possible with the proposed guidelines for training this particular athletic ability. If you answered no, modify your activity so that it develops an athletic ability that can be emphasized, given your participants’ ages. The modifications you make must suit the majority of your participants. 2023 © Coaching Association of Canada Page 31  NCCP Planning a Practice: Coach Workbook Reflection: Take some time to think about and reflect on how to plan your activity so that it develops a basic skill and develops an athletic ability appropriate to your sport. 7.4.3 Discuss with another coach how you would: 1. Plan your practice to accommodate a group of participants with different skill levels and 2. Train a physical ability appropriate for their development stage. 3. Adapt the practice to meet any needs identified by working through the “Applying the ADAPTIVE technique” worksheet in 7.4.4 below. When considering how the practice could be adapted, are there elements that need to be considered that fall outside of skill development or the participants’ current stage? (example: needs related to inclusiveness like culture or considerations related to gender). Page 32 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 7.4.4 Applying the ADAPTIVE technique NCCP ADAPTIVE technique Sport: Game or activity: Skill(s): Activity level: Number of participants: Equipment: Do I need to adapt? Consider: Is the environment safe? Are the participants Physically? Psychologically? engaged? Are the participants in a good state of mental health? Do the participants Is there evidence of experience success? skill development? If NO, then consider ADAPTIVE A-D-A-P-T-I-V-E Considerations Ability Difficulty Area Participants Time Inclusion Variability Equipment Implement and assess 2023 © Coaching Association of Canada Page 33  NCCP Planning a Practice: Coach Workbook 7.4.5 Action card – Using your action card, note what you’ll do differently in the future when planning an activity that can develop both a skill and a physical ability. Action Card Date: Location: I will start... I will stop... I will continue... Page 34 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 8 Organizing your practice 8.1 Motivating and challenging your participants We all talk about the importance of making practices fun and motivational for the participants, but what does this really mean? Motivation 8.1.1 Complete this sentence in as many ways as you can: Participants are motivated at practice when… 8.1.2 Challenge 2023 © Coaching Association of Canada Page 35  NCCP Planning a Practice: Coach Workbook 8.2 Practice plan worksheets 8.2.1 You’ll complete this exercise as a group with the Learning Facilitator. Using the practice plan worksheet on the following page, plan a practice for 1 of the objectives you identified in exercise 6.2.1. 8.2.2 You’ll complete this exercise on your own. Using the next practice plan worksheet, plan a practice for the other objective you identified in exercise 6.2.1. Page 36 2023 © Coaching Association of Canada  NCCPPlanning NCCP Planninga aPractice: Practice:Coach CoachWorkbook Workbook Practice plan Team: Date: Time: from to Age/Level: Location: Objective: Equipment needed: Key message/safety Introduction Key message/safety Warm-up Equipment needed Include general and specific warm-up Key message/safety Main part Equipment needed Pay attention to the order of the activities Key message/safety Cool-down Key message/safety Conclusion Page 2023 © 1Coaching Association of Canada 2019 © Coaching Association of Canada Page 37  NCCP NCCP Planning Planning a Practice: a Practice: Coach Coach Workbook Workbook Practice plan Team: Date: Time: from to Age/Level: Location: Objective: Equipment needed: Key message/safety Introduction Key message/safety Warm-up Equipment needed Include general and specific warm-up Key message/safety Main part Equipment needed Pay attention to the order of the activities Key message/safety Cool-down Key message/safety Conclusion PagePage 38 1 20232019 © Coaching © Coaching Association Association of Canada of Canada  NCCP Planning a Practice: Coach Workbook 8.3 Checklist for planning a practice Structure and organization There’s a specific objective for the practice and/or different sections of the practice, if appropriate. The practice is organized and well structured (introduction, warm-up, main part, cool- down, conclusion). Equipment and set-up have been modified as recommended in the sport’s LTD model. The warm-up links to the main part and appropriately prepares the participants for the practice’s activities. The practice’s duration is appropriate for the ages and ability levels of the participants. Made full use of available facilities and equipment to achieve the practice goals. Activities are designed to minimize waiting time for participants during the practice. The transition from 1 activity to the next is planned to minimize the time wasted. In the practice’s main part, activities are sequenced optimally relative to each other. The coach-to-participant ratio is appropriate for the ages and stages of the participants. Nature of the activities The practice includes a variety of activities. Participants are grouped by ability. The participants’ social and emotional needs (example: gender differences) have been considered. Participants have sufficient practice time during each activity. The activities have well-defined goals. The activities are adapted to the skill and fitness levels of the participants. The coach has considered alternative activities to account for skill differences among the participants. The activities are appropriate to the growth and developmental stage of the participants and activities match the sport’s LTD guidelines. Practice conditions are adapted to the participants’ current stage of skill development. The activities present exciting and reasonable challenges to the participants and are chosen or designed so that participants succeed 2 out of 3 times. The practice includes opportunities for structured and unstructured practice. 2023 © Coaching Association of Canada Page 39  NCCP Planning a Practice: Coach Workbook The practice has been checked for inclusiveness using the ADAPTIVE technique’s checklist and meets the needs of all participants. An element of Project Score’s 4 C’s (confidence, competence, connection, character) and the following True Sport’s principles have been wound into the practice: Go for it Play fair Respect others Keep it fun Stay healthy Include everyone Give back (Visit truesportpur.ca/true-sport-principles for more information.) Safety Potential environmental, mechanical and human risk factors have been considered, and the activities are designed to minimize those risks. The environment is psychologically safe (example: participants and coaches are able to bring their authentic selves to practice) Coach behaviour is considered. An emergency action plan (EAP) is available. 8.3.1 Pair up with another coach and assess each other’s practice. Base the assessment on the criteria in: the LTD guidelines for the sport the growth and development materials in the Reference Material ADAPTIVE techniques the Checklist for planning a practice (above) 8.3.2 Action card: Compare the practice you designed in exercise 2.1.1 with the one you just designed. Note the changes you’ve made or aspects you’ll now consider when planning practices. 8.3.3 Note any final remarks or ideas you may have about practice planning. Page 40 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook 9 Action Card Action Card Date: Location: I will start... I will stop... I will continue... 2023 © Coaching Association of Canada Page 41  NCCP Planning a Practice: Coach Workbook 10 Self-assessment This self-assessment will allow you to reflect on your current coaching practices. The items listed in the self-assessment are the types of evidence that an Evaluator will look for during assignments and observations. They’ll help determine if you have the required abilities and competencies. The self-assessment form will help you identify areas of strength and areas for improvement. For each statement presented below, select the column that best represents whether you achieve the statement (never, sometimes, often, always). Date: _____________________ I am able to… Never Sometimes Often Always Explain the importance of logistics in the development of a practice plan Establish an appropriate structure for my practices Identify appropriate activities for each part of the practice Page 42 2023 © Coaching Association of Canada  NCCP Planning a Practice: Coach Workbook Additional notes Coaching contacts Stay connected within the coaching www.coach.ca community in Canada! For coaching tips and @coach.ca more information about coaching modules, @CAC_ACE visit the Coaching Association of Canada @coach.ca website, and follow us on social media. coach.ca 2023 © Coaching Association of Canada Page 43  PA RT NE Promote aV E safe RS RS and inclusiveIO N sport experience V i s i t c o a c h. c a /C P S E to learn more!  NCCP Code of Ethics 1 Leadership and professionalism This principle considers the inherent power and authority that a coach holds. Ethical standards of behaviour Understand the authority that comes with your position and make decisions that are in the best interest of all participants Share your knowledge and experience openly Maintain the athlete-centered approach to coaching so that every participant’s well being is a priority Be a positive role model Maintain confidentiality and privacy of participants’ personal information 2 Health and safety This principle considers the mental, emotional, physical health and safety of all participants. Ethical standards of behaviour Recognize and minimize vulnerable situations to ensure the safety of participants Prioritize a holistic approach when planning and delivering training and competition Advocate for, and ensure appropriate supervision of participants, including the Rule of Two Participate in education and training to stay current on practices to ensure the continued safety of your participants Understand the scope of your role and skills and call upon others with specialized skills when needed to support your participants 3 Respect and integrity This principle considers respect and integrity, which are the rights of all participants. Ethical standards of behaviour Provide equitable opportunity and access for all Establish a respectful and inclusive sport environment where all participants can raise questions or concerns Obey the rules and participate honestly and respectfully Be open, transparent and accountable for your actions Maintain objectivity when interacting with all participants Rule of Two Contact The Rule of Two is a leading practice to ensure a safe sport Questions related to the NCCP Code of Ethics design may environment for all. The goal of the Rule of Two is to ensure all be directed to the Chief Operating Officer at the Coaching interactions and communications are open, observable, and Association of Canada. Send an email to [email protected] or justifiable. The purpose is to protect participants and coaches. call 613-235-5000 ext. 1. When following the Rule of Two, two responsible adults (a coach, parent, or screened volunteer) are present with a participant. There For complaints related to Registered Coaches or Chartered may be exceptions in emergency situations. Check with your sport Professional Coaches, refer to the Coaching Association of organization as to how the Rule of Two is enforced. Canada’s Code of Conduct. V 6.2 – October 2022 Visit coach.ca, the resource and information hub for coaches in Canada. Check your coaching transcript in the Locker, access valuable e-learning coaching modules, and get practical coaching tips that you can use today from the Coaching Association of Canada.