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REC3120 Coaching 2

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

Description
Students learn basic coaching skills common to all sports in the areas of designing a sport program and ethical considerations for coaching. Students develop an appreciation for the roles and responsibilities of coaches in community recreation programs.
Prerequisite
REC2120: Coaching 1
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 explain key concepts related to designing a sport program

    • 1.1 describe the main components of a program, including:

      • 1.1.1 time

      • 1.1.2 events

      • 1.1.3 intention, objectives and priorities

      • 1.1.4 structure, including the preparation, competition and transition periods

      • 1.1.5 progression adjustment and evaluation

    • 1.2 describe three types of sport programs based on periodization

    • 1.3 justify single-periodization for the competition-introduction level

    • 1.4 state the position of the Coaching Association of Canada with regard to sport programs and the long-term development of young athletes

    • 1.5 explain general recommendations for long-term athlete development when athletes are children or adolescents, participation is seasonal and there is a wide variation in the athletes’ experience and level of performance

    • 1.6 explain the concept of sport form by:

      • 1.6.1 outlining the objectives of building sport form

      • 1.6.2 describing the characteristics of the consolidating and stabilizing phases

      • 1.6.3 describing the declining stage

    • 1.7 graph the improvement of athletic abilities and sport form over a period of years

    • 1.8 interpret sample programs for several sport families

    • 1.9 recommend solutions to common constraints and issues encountered in designing a program

    • 1.10 describe objectives for sport programs

  • 2 analyze the concept of long-term development for athletes based on four stages for involvement in sport: Community, Competition-Introduction, Competition-Development and Competition-High Performance Sport

    • 2.1 name the four general orientations for each category

    • 2.2 describe objectives for each category

    • 2.3 outline the type of periodization for each category

    • 2.4 state the length of the program for each category

    • 2.5 describe the ratio of practice (training) to competition in each category

    • 2.6 state the number of practices per week appropriate for each category

    • 2.7 describe the amount of skill specialization in each category

    • 2.8 explain training priorities for physical preparation in each category

    • 2.9 explain training priorities for motor preparation in each category

    • 2.10 explain training priorities for technical preparation in each category

    • 2.11 explain training priorities for tactical preparation in each category

    • 2.12 explain training priorities for mental preparation in each category

    • 2.13 list training methods appropriate for each category

    • 2.14 justify reasons for avoiding specialization before 10-years-old for most sports

    • 2.15 list early specialization sports that have their own athlete development model

  • 3 evaluate considerations for the selection of athletes

    • 3.1 list scenarios where selection is necessary

    • 3.2 justify the need for a careful selection process to minimize negative implications of selection for individual athletes

    • 3.3 write selection criteria and procedures for a specific sport based on key considerations for the planning and implementation of a selection process and develop procedures for:

      • 3.3.1 communicating the process and criteria to athletes and the public before the selection occurs

      • 3.3.2 managing selection announcements

    • 3.4 demonstrate strategies for positive communication of the results of the selection to athletes and parents

  • 4 design a sport program for a specific sport

    • 4.1 demonstrate the application of six key questions to consider when planning a sport program

    • 4.2 determine the general orientation and objectives of the program

    • 4.3 design the structure of the program

    • 4.4 determine the training priorities, objectives and methods of a given week of the program

    • 4.5 adjust the plan where necessary based on constraints with logistics and considerations for athletes’ development

  • 5 justify a coach’s response to ethical and moral situations that can arise in a coaching context based on a six-step decision-making process

    • 5.1 summarize the NCCP Code of Ethics

    • 5.2 explain the concept of Fair Play and the Do No Harm Principle in the context of ethical decision- making

    • 5.3 describe a coach's role in recognizing and responding to discrimination, prejudice, stereotyping and harassment that may occur

    • 5.4 create a code of ethics for athletes and parents related to a specific coaching context

    • 5.5 explain the importance of establishing the facts when an ethical or moral situation presents itself

    • 5.6 differentiate between facts that have moral implications and facts that have legal implications

    • 5.7 describe a necessary response to legal implications in situations that may arise

    • 5.8 differentiate between internal influences and external influences that affect how a coach perceives a situation

    • 5.9 analyze options for decision or action in ethical and moral issues

    • 5.10 justify an action taken or decision made by a coach based on an ethical or moral issue

    • 5.11 plan how a decision or action could be implemented for ethical and moral issues

    • 5.12 recommend a ten-point personal risk management plan for personal liability related to coaching

  • 6 demonstrate basic competencies

    • 6.1 demonstrate fundamental skills to:

      • 6.1.1 communicate

      • 6.1.2 manage information

      • 6.1.3 use numbers

      • 6.1.4 think and solve problems

    • 6.2 demonstrate personal management skills to:

      • 6.2.1 demonstrate positive attitudes and behaviours

      • 6.2.2 be responsible

      • 6.2.3 be adaptable

      • 6.2.4 learn continuously

      • 6.2.5 work safely

    • 6.3 demonstrate teamwork skills to:

      • 6.3.1 work with others

      • 6.3.2 participate in projects and tasks

  • 7 create a transitional strategy to accommodate personal changes and build personal values

    • 7.1 identify short-term and long-term goals

    • 7.2 identify steps to achieve goals

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