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REC2120 Coaching 1

Intermediate · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students learn basic coaching skills common to all sports in the areas of planning and delivering a practice, teaching and learning, and mental skills training. Students develop an appreciation for the role of coaches in community recreation programs.
Prerequisite
None
Parameters
Access to sports teams in the school and/or community and to instruction from an individual with recognized training in coaching. Note: This course is listed within a credentialed pathway. Please refer to the CTS Credentialed Pathways document on the Alberta Education website for more information.
Supporting courses
HCS2020: First Aid/CPR with AED HSS2020: Nurturing Children REC1020: Injury Management 1 REC2010: Nutrition for Recreation Activities & Sport REC2060: Leadership in Recreation & Sport

Outcomes The student will:

  • 1 evaluate the roles and responsibilities of a coach

    • 1.1 describe the core competencies of the NCCP

    • 1.2 explain the concept of Fair Play and the Do No Harm Principle

    • 1.3 justify seven key training principles that apply to all coaching contexts: adaptation, specificity, overload, individuality, progression, purpose and recovery

    • 1.4 explain the purpose of a practice considering the following key questions:

      • 1.4.1 Who are my athletes?

      • 1.4.2 What are the safety risks and how should I prepare?

      • 1.4.3 What am I trying to accomplish with my practice?

      • 1.4.4 How am I going to organize my practice?

      • 1.4.5 How will I deliver my practice?

      • 1.4.6 What abilities and skills does my sport require?

      • 1.4.7 What are the logistics of my practice?

    • 1.5 categorize risk factors present during a practice in three categories: environmental factors, equipment and facilities

    • 1.6 describe strategies for risk management pre-season, during the season and post-season, including retention, reduction, transference or avoidance of risk

    • 1.7 describe the role of a coach as a facilitator during the goal-setting process

    • 1.8 describe the process of team-building

  • 2 analyze sports skills to inform practice planning and program design

    • 2.1 describe the characteristics of a skilled sport performance, including:

      • 2.1.1 a high degree of certainty of achieving the desired result

      • 2.1.2 a high degree of precision

      • 2.1.3 an efficient performance

    • 2.2 categorize sport skills according to three categories of environment: closed, open and combined skills

    • 2.3 classify several sport skills according to beginning and end points in three categories: discrete, serial and open skills

    • 2.4 differentiate between stages of development at the beginner, intermediate and advanced levels, including initiation, acquisition, consolidation, refinement and creative variations

    • 2.5 describe key points to consider and the roles and responsibilities of athletes at each stage of athletic development

    • 2.6 classify the following athletic abilities into four categories—physical abilities, motor abilities, tactical abilities and mental skills:

      • 2.6.1 speed

      • 2.6.2 speed-endurance

      • 2.6.3 aerobic stamina

      • 2.6.4 maximum strength

      • 2.6.5 speed-strength

      • 2.6.6 strength-endurance

      • 2.6.7 flexibility

      • 2.6.8 agility

      • 2.6.9 balance, including control of an object and static and dynamic balance

      • 2.6.10 coordination

      • 2.6.11 read and react

      • 2.6.12 associative solutions inventory of responses

      • 2.6.13 variation of responses

      • 2.6.14 attentional control

      • 2.6.15 emotional control

      • 2.6.16 goal setting

    • 2.7 justify, on a four point scale in the four categories of athletic ability, the importance of skills for various sports, including:

      • 2.7.1 team sports

      • 2.7.2 cyclical sports (short, medium and long duration)

      • 2.7.3 combat sports

      • 2.7.4 artistic sports

      • 2.7.5 single action sports

      • 2.7.6 precision sports

      • 2.7.7 racquet sports

      • 2.7.8 sports that do not belong to a specific sport family, such as fencing and water skiing

    • 2.8 summarize developmental considerations for skill development based on age, including ages

      • 2.8.1 justify a list of activities for each age group, including activities to avoid, optimal training age and activities available in moderation

      • 2.8.2 recommend specific adaptations to activities and instructional methods based on age, including special considerations for puberty 3. demonstrate appropriate activities for a practice, including activities for introduction, warm-up, main part, cool down and conclusion

  • 3 to 5, 6 to 7, 8 to 9, 10 to 11, 12 to 15, 16 to 17, and adults, being sure to:

    • 3.1 explain the NCCP definition of the challenge zone

    • 3.2 develop activities for a practice that have appropriate time allotments

    • 3.3 justify the importance of goal-oriented activity considering the challenge zone

    • 3.4 describe key points and guidelines for training all areas of athletic ability

    • 3.5 justify a choice of activities for the following types of practices, describing reasons for recommending and not recommending activities:

      • 3.5.1 part practice

      • 3.5.2 progressive part practice

      • 3.5.3 whole practice

      • 3.5.4 massed practice

      • 3.5.5 distributed practice

      • 3.5.6 constant practice

      • 3.5.7 variable practice

    • 3.6 summarize several practice planning tips specific to coaching

    • 3.7 plan a practice, considering:

      • 3.7.1 growth and development based on age of athletes

      • 3.7.2 performance versus learning

      • 3.7.3 rate of improvement and amount of practice time

      • 3.7.4 short-term and long-term effects of using specific practice conditions and types (random practice)

    • 3.8 select activities for a practice considering stages of skill development in relation to recommended practice conditions, including:

      • 3.8.1 surrounding environment

      • 3.8.2 available equipment

      • 3.8.3 decision making

      • 3.8.4 speed of execution

      • 3.8.5 number of repetitions

      • 3.8.6 risk factors

      • 3.8.7 emphasis of training

    • 3.9 lead a practice

    • 3.10 evaluate the plan using key training principles as guidelines, including:

      • 3.10.1 adaptation

      • 3.10.2 specificity

      • 3.10.3 overload

      • 3.10.4 individuality

      • 3.10.5 progression

      • 3.10.6 purpose

      • 3.10.7 recovery

  • 4 implement basic mental skills training in a coaching context

    • 4.1 describe the relationship between mental skills and Ideal Performance State (IPS), including the importance of self-awareness and mental preparation

    • 4.2 describe the role of the coach in the development of mental preparedness as a component of IPS

    • 4.3 describe mental strategies used by successful athletes

    • 4.4 define terms related to attentional control, including automatic and controlled information processing

    • 4.5 demonstrate strategies to improve attentional control, including:

      • 4.5.1 recognition of the signs of difficulty focusing

      • 4.5.2 application of attentional dimensions of width and direction to various sport skills

      • 4.5.3 categorization of sports based on few or many shifts

      • 4.5.4 identification of sources and examples of potential distracters in various coaching contexts

    • 4.6 lead activities and sessions to improve basic focusing skills, including activities for improving concentration, shuttling and managing distracters

    • 4.7 define terms related to emotional control, including ideal emotional state (IES), stimulus or trigger, anxiety and stress

    • 4.8 compare the Inverted U Theory and the Theory of Zones of Optimal Functioning as they relate to sport

    • 4.9 demonstrate strategies for improving emotional control, including:

      • 4.9.1 identification of several common emotions experienced in sport

      • 4.9.2 recognition of the signs of anxiety problems

      • 4.9.3 differentiation between functional and dysfunctional anxiety

      • 4.9.4 evaluation of the four stages of stress (according to the NCCP): demand, perception of demand, stress response and performance consequence

      • 4.9.5 evaluation of the relationship between arousal and performance

      • 4.9.6 prediction of sport situations that are most conducive to high, moderate and low arousal levels based on the Inverted U Theory

    • 4.10 describe myths related to stress and sport, including:

      • 4.10.1 the myth that all stress in sport is bad

      • 4.10.2 the myth that some athletes do not experience stress

    • 4.11 describe possible causes of negative anxiety, including physical (somatic) and cognitive (mental) causes

    • 4.12 lead activities and sessions to teach techniques for managing anxiety, including activities for monitoring pulse, breathing control, mind-to-body control, body-to-mind control and visualization

    • 4.13 lead activities that combine emotional and attentional control in preparation for performance

    • 4.14 teach a process for improving focus and/or decreasing anxiety, including the steps of normalization, self-awareness, skill development, simulation (in practice) and implementation (in competition)

    • 4.15 demonstrate skills for setting goals with athletes and teams, being sure to:

      • 4.15.1 describe the purpose and benefits of collaborative goal setting

      • 4.15.2 outline questions to answer during goal setting with athletes

      • 4.15.3 differentiate between process goals and outcome goals

      • 4.15.4 differentiate between short-term goals and long-term goals

      • 4.15.5 outline the necessary information to obtain before beginning the goal-setting process

    • 4.16 demonstrate steps in the goal-setting process with athletes, including:

      • 4.16.1 establishing the importance or meaning of the experience

      • 4.16.2 identifying areas that need work

      • 4.16.3 specifying goals for the season or year

      • 4.16.4 determining the criteria for success

      • 4.16.5 developing a road map for success

      • 4.16.6 developing a monitoring and evaluation process

  • 5 demonstrate basic competencies

    • 5.1 demonstrate fundamental skills to:

      • 5.1.1 communicate

      • 5.1.2 manage information

      • 5.1.3 use numbers

      • 5.1.4 think and solve problems

    • 5.2 demonstrate personal management skills to:

      • 5.2.1 demonstrate positive attitudes and behaviours

      • 5.2.2 be responsible

      • 5.2.3 be adaptable

      • 5.2.4 learn continuously

      • 5.2.5 work safely

    • 5.3 demonstrate teamwork skills to:

      • 5.3.1 work with others

      • 5.3.2 participate in projects and tasks

  • 6 identify possible life roles related to the skills and content of this cluster

    • 6.1 recognize and then analyze the opportunities and barriers in the immediate environment

    • 6.2 identify potential resources to minimize barriers and maximize opportunities

Program of Studies 2014. Source document, © Alberta Education.