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COURSE DATE
Track and Field Coaching Clinic - Sport Coach - Old Level 1 Date: January 13-15 Location: Yellowknife (Sissons School)
Travel to and from the event will be provided for out of town participants. Receipts are required.
CBET A | CBET B | Managing Conflict | Psychology of Performance | Coaching & Leading Effectively | Leading Drug Free Sport | Developing Athletic Abilities | Prevention and Recovery
Competency-Based Education and training (CBET) & Competition Development:
Embarking upon a transition toward a competency-based approach to coach training and certification means that the NCCP is moving towards being a program based on coaching abilities. In contrast, the current NCCP places a significant emphasis on gaining information and knowledge. In other words, once the transition to a competency-based approach is complete, the NCCP will be a program that trains and certifies coaches based on proven abilities to "DO" certain things deemed important to meet the needs of the participants they coach. These changes will result in significant improvements to the NCCP.
The new structure of the NCCP is designed to take into account the different types of coaches who contribute to the Canadian sport system and the environment or context in which they coach.
The NCCP Theory 3 has now been officially phased out and is no longer available. Coaches are now required to complete Competition-Development modules as outlined below. This NCCP context is designed for coaches who are coaching to refine basic sport skills, to develop more advanced skills and tactics and are generally preparing for performance at the provincial and national level. These sessions are interactive and bring together coaches from different sports, which provide an increased value to the learning environment. All participants completing this training will receive credit in the NCCP. Coaches wishing to complete all of the training in the Competition Development context will need to complete six multi-sport modules and a number of sport specific modules.
Make Ethical Decisions
Analyze a situation that has moral implications. Determine whether the situation has legal or ethical implications. Identify the ethical issues in the situation. Apply the NCCP ethical decision-making framework to respond to an ethical situation adapted to the context, and produce a response that is consistent with the NCCP Code of Ethics.
Planning a Practice
Organize activities within a practice plan that is well-structured, adapted to the participants’ age, and reflects safety considerations. Distribute activities appropriately in the various parts of the practice. Identify potential risk factors for the sport and the activities. Design an emergency action plan. Identify suitable practice goals. Design activities that have appropriate characteristics for the sport, the age group, and the proficiency level of participants. Design activities in such a way as to obtain certain training effects on the athletic abilities required in the sport.
Nutrition
Assess whether foods and beverages consumed by athletes before, during, and after training or competition are adequate, and offer suggestions pertaining to suitable alternatives where necessary. Design strategies to influence parents and athletes in order to promote food choices that are consistent with basic sport nutrition principles.
Back to the top Design a Basic Sport Program
Outline the structure of the sport program using training and competition events. Compare the major orientations of the coach’s own program to those proposed by the NCCP in terms of long-term athlete development. Assess the athletic development opportunities offered through the program, and identify possible options to address identified weaknesses. Interpret information contained in a sample program designed for a family of sports and identify training priorities and objectives at certain periods. Establish a link between a program’s training priorities and objectives and the content of practice sessions on a weekly and daily basis.
Teaching and Leaning
Assess own beliefs regarding effective teaching. Analyze certain coaching situations to determine whether or not they promote learning. Create conditions that promote learning and self-esteem through (1) appropriate consideration of the affective, cognitive, and motor dimensions of learning; (2) use of words and methods that relate to the athlete’s preferred learning style; (3) a sound organization; (4) active supervision; and (5) provision of feedback that is well-formulated, and offered at the right time and frequency. Use teaching assessment grids to gather objective information on teaching effectiveness. Interpret these data to develop an action plan to enhance teaching effectiveness.
Basic Mental Skills
Recognize certain signs showing that an athlete may need to improve his/her skills in areas such
as goal setting, focus, and anxiety control. Develop an action plan that will enable the athlete to
improve in these areas. Run simple guided activities that will enable the athlete to improve these
basic mental skills.
Back to the top COMPETITION DEVELOPMENT - MANAGING CONFLICT Coaches trained in Managing Conflict will be able to identify common sources of conflict in sport, as well as individuals and groups likely to find themselves in conflict situations. They will gain skills in taking steps to prevent and resolve conflict resulting from misinformation, miscommunication, or misunderstanding. They will also develop skills that empower them to listen and speak for themselves in conflict situations so as to maintain positive relationship with athletes, parents, officials, and other coaches. Modeling such behaviour by a coach is the basis for athletes to enhance emotional development and handle the conflict of national and/or international competition. COMPETITION DEVELOPMENT - PSYCHOLOGY OF PERFORMANCE The Psychology of Performance module focuses on developing coaches’ ability to guide athletes through the building of advanced mental preparation skills and focusing skills. It provides coaches with tools to assist athletes in learning how to manage distractions and conduct visualization so they can prepare themselves technically and tactically for training and competitive conditions. The coaches gain knowledge and ideas on how to work with athletes or teams to identify appropriate outcome, performance, and process goals related to their ability to focus on performance. Coaches also gain debriefing skills that both they and athletes can apply to assist athletes in assessing their performance in training and in competition. COMPETITION DEVELOPMENT - COACHING AND LEADING EFFECTIVELY The Coaching and Leading Effectively module focuses on coaches applying intervention techniques that enhance learning with the aim to improve athletes’ performance and to promote group and skill development. Coaches will learn how to promote a positive image of sport and model the image to athletes and those supporting their performance. The module provides coaches with a process that they can use to deliver clear messages and explanations when communication with athletes and those supporting their performance. Coaches also identify opportunities to interact with all athletes and use feedback to improve and correct performance and behaviour.
COMPETITION DEVELOPMENT - LEADING DRUG-FREE SPORT The leading Drug-free Sport module focuses on the ability of the coach to apply the NCCP Ethical Decision-making Model to sport situations with ethical implications for drug-free sport. This is critical as their athletes at this context are competing a national events, national multi-sport games or beginning to compete internationally where drug-testing is probable. Application of the decision making process reinforces the coaches need to have knowledge of the consequences of using banned substances in sport. Coaches identify educational strategies that they can used to educate athletes about drug-testing protocols at major competitions and take greater responsibility for their sport values and actions.
COMPETITION DEVELOPMENT - DEVELOPING ATHLETIC ABILITIES Coaches trained in the Developing Athletic Abilities module will be able to implement general and sport-specific training protocols and methods to appropriately develop or maintain sport-specific athletic abilities. Coaches focus on applying training principles and variables to training methods that build an athletes’ fitness in endurance, strength and speed as a well sport specific conditioning. After completing the module coaches will also be able to select and adapt testing and training protocols and methods to athletes training from 6-9 to 9-12 times per week in single to triple periodization.
COMPETITION DEVELOPMENT - PREVENTION AND RECOVERY The Prevention and Recovery module trains coaches in identifying common injuries in their sport and developing appropriate prevention and recovery strategies so that their athletes can continue to train and compete injury-free. Coaches learn how to support raining ad recovery with appropriate information and guidance on hydration, nutrition, and sleep as key factors for preventing injury. With this module, coaches will develop the ability to choose skills and drills that help athletes perform skills correctly and ensure athletes perform appropriate warm-ups and cool-downs. Training is provided so coaches can develop functional evaluations for their athletes’ return to play and implement recovery and regeneration techniques to maintain or return to optimal performance in training and competition.
MATERIALS: Each multi-sport module has three documents – coach workbook, reference material and facilitator guide.
Competition – Introduction:
On April 1 2004, CAC launched Competition – Introduction, a series of multi-sport modules for coaches who train children or adolescents basic sport skills in a fun and safe environment and who are preparing them for local and/or regional competitions. These modules will replace the old Levels 1 and 2 Theory courses and are the first step towards a competency-based approach to coach education and training.
Competition – Introduction Part A and Part B training consists of one weekend for each part and is offered through Sport North Federation in the Northwest Territories. Competition – Introduction Part A and Part B training opportunities will supplement sport-specific training opportunities that Territorial Sport Organizations (TSOs) offer. Some sports may choose to integrate elements of Competition – Introduction Part A or Part B training into their sport-specific courses. Check with your TSO for more information.
Coaches can become certified in the Competition – Introduction context through an evaluation process managed and coordinated by their TSO. As a minimum NCCP evaluation requirement, coaches will demonstrate, to a pre-defined standard that they can:
• make ethical decisions,
• provide support to athletes in training, and
• demonstrate two additional coaching outcomes as designated by the National Sport Federation.
For more information on:
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