In this Module · 2017-12-16 · Programmes; TCI Inspire, TCI Empower and TCI Classic! In this Module we will be looking at the platform a coach needs to build in order to be successful

TCI Module 1B Coaching Fundamentals: Coach Roles Page � of �1 11

COACHING FUNDAMENTALS Teach | Protect | Adapt

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In this Module:Roles of a CoachCommunicationCheer Specifics

“A coach will impact more young people in a year than the average person does in a lifetime.” - Billy Graham

Welcome to the amazing, fulfilling, nerve-racking, challenging, exciting, and impactful world of COACHING!

Coaching is a journey and not a destination. The ways in which we choose to approach our coaching not only produces results in teams but changes lives. Don’t be intimidated by this challenge- embrace it, challenge it back and never stop growing as a coach. This is Module 1 of The CheerLEAD Interactive Credentialing Programmes; TCI Inspire, TCI Empower and TCI Classic!

In this Module we will be looking at the platform a coach needs to build in order to be successful. Many of these things are not sport-specific, but we will also cover some of the entry-level cheer basics needed for emergent coaches or those looking to review how they already operate.


ROLES OF A COACHTeach | Protect | Adapt

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SPORTS COACH

FACT FINDER

INSTRUCTOR

MENTOR

MOTIVATORORGANISER

& PLANNER

ROLE MODEL

ADVISOR

COUNSELLOR

ASSESSOR

FOUNTAIN OF

KNOWLEDGEFACILITATORDEMONSTRATOR

More often than not, modern sports coaching, especially competitive or specialised coaching is MUCH more than turning up, putting some equipment out and leading a training session. Organising & Planning, Facilitating and Fact Finding tend to take up MUCH more time than Instructing, Demonstrating, and Assessing.

It is important that time is spent developing your skills as a Sports Coach in each of these areas and organise them into different “Kit Bags” to help budget your time, give your full attention to the tasks at hand, and prevent personal burn-out.

We are in a wonderful position to have access to so many tools to put in our Kit Bags though that sometimes we start to overflow, reach beyond our means, and our original intentions may be lost.

So, let’s get organised!


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PLANNING & CONTACT TIME • Play to Your Strengths:

• Build your Library - coaching binder, online files, etc.

• Set the Standard: • Consistent Communication

• Reasonable Expectations • Communication Hours

• Delegation & Facilitation • Reasonable Expectations • Ultimate goal

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DEMONSTRATOR

INSTRUCTOR

MOTIVATOR

MENTOR

FOUNTAIN OF

KNOWLEDGE

ROLE MODEL

ADVISOR COUNSELLOR

ASSESSOR

FACT FINDERORGANISER

& PLANNER

FACILITATOR

SPORTS COACH

SPORTS COACH

SPORTS COACH

CONTACT TIME • Play to Your Strengths:

• Map out your knowledge base • Identify weak points

• Available resources and training • Help available • Strategy

• Set the Standard: • Coaching “Voice” • Appearance & Behaviour • Goal Setting: Short Term and Long Term • CONFLICT RESOLUTION • Dealing with disappointment • Celebrating “Wins”

PLANNING & CONTACT TIME • Play to Your Strengths:

• Know your limits • Remember your audience • Research is key

• Set the Standard: • Social Media and Personal Life • Communication Hours • Coaching Goal/Role • Dealing with tricky customers

These roles may not apply to all coaches and are usually taken on

by a Head Coach/Programme

Director/Owner


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Coaching Resources

The following organisations provide information on training, insurance, best practises and formatting your training sessions for maximum effect.

UK Coaching: (Sports Coach UK) www.ukcoaching.org

Sport England: www.sportengland.org

Positive Coaching Alliance: www.positivecoach.org

Best Practise Counts!

Remember that just because info is online, you learned it from a previous coach, at a camp or in another learning environment does not mean that certain techniques are appropriate for your athletes. ALWAYS use best practise for your athletes to ensure their safety and solid progression.

How to Use Information: Build Your Library

Keeping a Youtube Playlist that is shared amongst coaches is a great way to create a Coaching Library.

Online shareable platforms like Google Drive is a free and easy way to keep files available to coaching staff on the go like DBS documents, policy and documentation forms.

Jotform or similar online forms can be used for injury and other reporting.

Update your information every season. Revisit websites where you found information and check for updates before you start using training techniques and protocols.

BEST PRACTISE | Adapt |

Image Credit: Coaching Youth Recreational Participants Best Practice Tips, Sports Coach UK

Copyright TCI 2014 Legacy Cheer & Dance Ltd.

Developing the Cartwheel!

The Skill: The Cartwheel

Tumble lunge stance

Push forward maintaining body line Turn hands as they travel downward placing them in line with

front toes Push through toes lifting back leg first followed by second leg Land one foot at a time with feet in line in a tumble lunge

facing the opposite direction travelled Arms stay by ears at all times

!The Drills for The Cartwheel

Cartwheel Straddle Hops

1. Place hands on folded panel mat or other stable and not too high object

2. Stand in a straddle at the end

3. Place both hands on the mat

4. Jump from one foot to the other keeping weight in hands

5. Kick the jump higher and higher to pass through a straddled handstand

6. Keep shoulders open and head neutral !Mini Cartwheel

1. Start in tumble lunge

2. Hands turn 1/4 as they go forward to the floor

3. Tight arms support weight

4. Push through toes

5. Legs stay bent as feet come around

6. Land on feet in line with hands

Spotting for The Cartwheel

Stand to the side of the athlete's forward leg Place nearest hand on athlete's nearest hip turning palm so thumb is grasping to athlete's back Second hand reaches around the athlete's back to other hip Guide athlete through the cartwheel staying close and moving with the tumble Maintain contact with the athlete through the entire skill

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Understand your participants

Plan your Coaching Delivery

Use the Planned Delivery, adapt as needed

Review and Evaluate - Coaching practises, athlete feedback, communication




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In addition to identifying your roles as a coach, it is important to then be able to deliver the “goods” through your active coaching.

Below is a chart from the Sports Coach UK Coach Youth Recreational Participants Best Practice Tips document available for download as a module supplement.

http://www.ukcoaching.org

http://www.sportengland.org

http://www.ukcoaching.org

http://www.sportengland.org


In the short amount of time we as cheer coaches have with our athletes, it is imperative to make sure that time and resources are used efficiently. Before going into a training setting, make a plan. Use your time wisely, and stick to the plan you have. Always leave room to change thing up if something isn’t working. Planning in advance can also help assistant coaches or a substitute should you not be available for a session. The best time to plan the details of a training session is directly after the previous one finishes. Be sure to set approximate lengths of time for each activity to stay on track.

Items noted in your Lesson Plan should include:

•Lesson Objective: (Short Term Goal) Defines what is taught and what the athletes should learn. Knowing the objective can help athletes focus their learning on reaching the objectives. Teaching should be planned according to the objectives.

•Answer the question: How are the athletes able to reach the objective? What teaching methods/equipment can be used to support the process?

•Remember that a positive and organised atmosphere promotes the athlete’s motivation to learn and achieve

•Warm Up: This can be built into a conditioning, strength and tumble development programme all wrapped into one.

•Activities: Geared towards meeting the objectives, hitting each of the objectives of the session

•Cool Down & Evaluation: Feedback can be delivered to the team during a Cool Down activity. Mix in “Lift Up” activities to encourage team interaction and leave on a high

•Notes: Reminders for planning the next session, where objectives need to be reviewed, what worked, what didn’t.

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PLANNING FOR TRAININGCoaching Resources

There are some GREAT resources available to coaches that are completely FREE and provide newsletters, courses and information for all types of sports coaches.

Planning Resources

Sports Lesson Plan Templates:

www.tes.com : Search for Sports Specific Lesson Plan Template

http://www.primaryresources.co.uk/pe/pe.htm

Training Resources

SportPlan: www.sportplan.net

Videos and coaching tips for exercises

Tips and Tricks

Keep previous lesson plans in a folder to track progress and check notes.

Use online files for sharing between coaches and collaboration

Use a set Warm-Up that increases in difficulty as the season progresses for conditioning

Celebrate Short Term Goal Achievements and talk opening about Long Term Goal Achievements

| Teach |

http://www.tes.com




http://www.sportplan.net

http://www.tes.com




http://www.sportplan.net


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COMMUNICATION| Adapt |

With all the various types of communication methods available, it may not be possible to find one method and stick to it exclusively. Whichever method(s) chosen need to be used consistently to ensure communication does not break down. There are some key factors that should be identified when choosing communication methods. Some of these are also addressed in the Club Matters articles through Sport England.

Below are a number of considerations that are common amongst schools, clubs groups, and businesses when it comes to communication from www.face2facehr.com.

1. Who is the audience? If the audience is the whole team or a group of individuals, a group communication method, such as a meeting, may be the most suitable approach. If the audience is just two or three individuals, it may be better to hold one-to-one meetings.

2. Does immediate feedback need to be gathered? If you need to gather feedback immediately, you should select a tool that facilitates this, for example a team meeting, a one-to-one session, the telephone, a video conference or a presentation.

3. Should there be a written record? If information that has been communicated verbally needs to be confirmed in writing to retain a written record, for example where the manager and employee have had a meeting about the employee’s performance, it may be appropriate for the manager to write a letter, memo or email following the meeting, or take notes and keep those as a record.

4. Is the information confidential? If the information is confidential, obviously the communication needs to take place privately, for example by way of a meeting in a private room, or (if a written record is important), in a formal private letter.

5. Is the message urgent? If the information is of an urgent nature, you should choose a communication tool that will enable the information to reach your team members quickly, for example the telephone or a face-to-face discussion. Emails are not suitable for urgent communications as they may not be immediately read.

6. Does the information need to be communicated to everyone in the same way and/or at the same time? For some things it’s vital to ensure everyone gets the same message, or to avoid gossip/filtering by ensuring everyone hears it simultaneously.

Credit: Sarah Short, http://face2facehr.com/employee-communication/choosing-best-communication-method/


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Some options to consider Some communication tools are obvious, others less so. Here are some options for you to consider.

1. Face-to-face individual meetings These are great for confidential information relating only to the individual, or to get individual feedback on a specific issue, and for things where it’s not important for everyone to hear the message in the same way simultaneously. You can also tailor your delivery/content to the individual concerned which can be helpful.

2. Team meetings These allow you to communicate the same message to groups of people at the same time, which can allow you to control your message more, and deliver it more quickly. It can also enable group discussion.

3. Emails/newsletters Emails are very efficient and can be used for very large groups if necessary. Where a written record of what has been communicated is useful, emails can be great, but not so much if feedback/discussion is important, or if it’s urgent.

4. Video conferencing This can be a great option for talking to people in different locations, enabling discussion and feeling more personal than emails. If your team is based remotely, or getting people in one place is difficult, this might work well.

5. Social media Social media can be great for informal updates, idea-sharing or feedback-gathering, but you need to ensure that everyone who needs to be involved has access to/uses social media to avoid people being excluded. Anything requiring more formal communication will not be appropriate for social media. The overall message is that a mixture of different communication methods is likely to be appropriate, but it’s essential to just take the time to consider whether or not you are using the right ones at the right times, and for the right purposes. Do this, and your key messages will be communicated much more effectively.

Communication Continued..

Credit: Sarah Short, http://face2facehr.com/employee-communication/choosing-best-communication-method/


From: https://www.skillsyouneed.com/ips/conflict-resolution.html

There are three types of conflict, personal or relational conflicts, instrumental conflicts and conflicts of interest:

1. Personal or relational conflicts are usually about identity or self-image, or important aspects of a relationship such as loyalty, breach of confidence, perceived betrayal or lack of respect.

2. Instrumental conflicts are about goals, structures, procedures and means: something fairly tangible and structural within the organisation or for an individual.

3. Conflicts of interest concern the ways in which the means of achieving goals are distributed, such as time, money, space and staff. They may also be about factors related to these, such as relative importance, or knowledge and expertise. An example would be a couple disagreeing over whether to spend a bonus on a holiday or to repair the roof.

5 Strategies for Dealing with ConflictCompete or FightThis is the classic win/lose situation, where the strength and power of one person wins the conflict. It has its place, but anyone using it needs to be aware that it will create a loser and, if that loser has no outlet for expressing their concerns, then it will lead to bad feeling.

CollaborationThis is the ideal outcome: a win/win situation.However, it requires input of time from those involved to work through the difficulties, and find a way to solve the problem that is agreeable to all.

Compromise or NegotiationThis is likely to result in a better result than win/lose, but it’s not quite win/win.Both parties give up something in favour of an agreed mid-point solution. It takes less time than collaboration, but is likely to result in less commitment to the outcome.

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DEALING WITH CONFLICT| Adapt |


Denial or AvoidanceThis is where everyone pretends there is no problem.It’s helpful if those in conflict need time to ‘cool down’ before any discussion or if the conflict is unimportant, but cannot be used if the conflict won’t just die down. It will create a lose/lose situation, since there will still be bad feeling, but no clearing the air through discussion, and results, in Transactional Analysis terms, in ‘I’m not OK, you’re not OK’.

Smoothing Over the ProblemOn the surface, harmony is maintained but, underneath, there is still conflict.It’s similar to the situation above, except that one person is probably OK with this smoothing, while the other remains in conflict, creating a win/lose situation again. It can work where preserving a relationship is more important than dealing with the conflict right now, but is not useful if others feel the need to deal with the situation.

Read more at: https://www.skillsyouneed.com/ips/conflict-resolution.html

Essential Skills for Handling Conflict

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There are a wide range of useful skills for handling conflict. Possibly the most important is assertiveness.

You need to be able to express your views clearly and firmly, but without aggression. One model to use is ‘Describe the situation, Express your feelings and Specify what you want done.

You also need to practise active listening to ensure that you fully understand the position of those involved in the conflict, whether you are an active participant or a potential mediator.

It’s also helpful to understand and recognise emotion in both yourself and others.Emotions are never good or bad, but simply appropriate or inappropriate, and it’s useful in managing conflict to help others recognise when emotions are inappropriate, and when it’s fine to express them.

You will also find it helpful to be able to put yourself in other people’s shoes, and support those involved to do the same. This skill is called Empathy.

Read more at: https://www.skillsyouneed.com/ips/conflict-resolution.html




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Always: • Plan ahead with notes to stay on topic • Have a witness present during meetings • Document the conversation • Meet away from other athletes and parents for privacy • Remain confidential

https://www.skillsyouneed.com/ips/conflict-resolution.html

https://www.skillsyouneed.com/ips/empathy.html


https://www.skillsyouneed.com/ips/empathy.html



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DELIVERING FEEDBACK| Teach |

Consider the ways in which an an athlete learns at every step and work to provide feedback that supports further learning. When coaching, just as it is useful to structure your sessions with Lesson Plans, actually mapping out the goals and outcomes of teaching strategies can be very effective as a personal tool, a tool for your athlete and a tool to share with their parents. Below is an example of how coaches can support the learning path for their athletes. The tasks should be clear and unambiguously worded and can be tailored to individuals to list specific criteria.

Even Primary school children will be familiar with this common practise in the UK. You can structure this format to fit your needs and feedback system. The example below is referencing tumbling training. Feedback on tumbling progression, stunt progression, performance, jumps, behaviour and conditioning/flexibility can be provided at regular intervals to athletes to help focus their training and outside of training work.

Learning Outcome Related Assessment Criteria

On completion of tumble conditioning, athlete will be able to: Increase conditioning reps

*Quality of stamina in conditioning: need for extended rest, breathless

*Quality of form in reps: quality of technique at start and finish, full completion of rep cycle

On completion of tumble drills, athlete will be able to: Demonstrate the competent performance of listed drills for this level

*Prerequisite skills are consistently performed into Drills *Drills for linking skills are performed adequately without intensive support

On completion of tumble skills, athlete will be able to: Demonstrate entry, form, speed and landing of tumble skills

*Skills performed with little to no spotting or equipment *Skills are consistently performed with the same technique

Providing Feedback:• Given in writing addressing each of the criteria and desired outcomes• Given verbally using video playback of athlete performance • Includes HOW they can improve key aspects of the performance • Highlights positive aspects as well as areas for improvement


CHEER SPECIFICSThis course is geared towards coaches in the competitive cheer world, but it’s not exclusive! Here is a brief breakdown on the basics of this dynamic sport. In the upcoming modules we will explore the language, the skills and rules of cheer.

| Types of Cheer |All Star cheerleading (also known as Competitive Cheerleading) is a competition sport that involves boys and girls performing a 2 minute 30 second routine composed of tumbling, stunting, pyramids, dance, and cheer segments. This routine is performed and scored against other competitive teams at various local, regional, national, and worldwide competitions.

Other Types of Cheer:

| Governing Bodies |It is the job of a governing body to carry out various duties to ensure a sport maintains set industry standards, set rules and regulations, promotes the sport positively nationally and internationally, and continues to develop the sport for both established and new athletes and coaches.

There are different types of governing bodies that often work together, such as the NACCC (National All Star Cheerleading Coaches Congress). NACCC is an official coaches organisation within the USASF that serves as the voice of the coaches for cheer. The NACCC works with the Rules Committee of the IASF to help create and maintain the competitive cheer and dance rules that Legacy Cheer and Dance follows. In the UK a body called SportCheerGB (SCGB) is in development to become recognised by Sport England as a distinct sport. It is important to have governing bodies because they provide not only safety measures like background checks and coaching qualifications within a programme and standards for training facilities and event producers. It also assists in validating sports to bodies like Sport England. This opens the door to making a sport more inclusive and opens the door to more training and funding opportunities on the ground level. As a business or club it can be beneficial to belong to a governing body and sometimes may be required on some insurance policies.

You can find out more about governing bodies by visiting the following links: IASF: www.iasfworlds.netInternational Cheer Union: cheerunion.orgSport England: sportengland.org SportCheer GB: scgb.org.uk

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Tiny Novice

Prep

ParaCheer

SEN Cheer

Event Producer Variations

Non-Competitive Cheer

ICU Cheer

Documents

In this Module · 2017-12-16 · Programmes; TCI Inspire, TCI Empower and TCI Classic! In this Module we will be looking at the platform a coach needs to build in order to be successful