This LEVEL 1€¦ · This LEVEL 1 guide is designed to: Provide a process for WSF tutors to train student / candidate coaches to coach squash to a recognised level of competency -

This LEVEL 1 guide is designed to: Provide a process for WSF tutors to train student / candidate coaches to coach squash to a recognised level of competency - with a process of HOW to coach intermediate players with additional skills and accuracy. It addresses the key issues of ‘Knowledge and Understanding’ and the ‘Skills of Delivery’ utilising the ‘Tools’ of how to teach intermediate players to reach a National Standard. With acknowledgement to Peter A. Hirst who developed the materials on behalf of the World Squash Federation. © World Squash Federation 2015 / updated 2020

WSF LEVEL 1 TUTOR GUIDE TUTOR GUIDE

The aim of the WSF is to provide a programme of practical coach education that is recognised throughout the world as the industry standard for squash

coaching. It is designed in such a way to compliment member nations coaching schemes or as a stand-alone programme by enhancing the depth of understanding of

the practical application of both the WHAT and HOW to coach in challenging fun ways by following the early stages of the journey of the coach in training with the skills required to facilitate the process.

This level 1 course looks to provide an introduction to a progressive process to teach early learner / novice players to play simple rallies to four corners within a game of squash and to increase course candidate coach’s levels of understanding of the elements that affect the practical learning process.

Welcome & Introductions

Relate to other Coaches and Tutors (The contract)

• Challenge yourself • Challenge each other

• Agree not to fall out

Self-reflect as a Coach

• Why do you wish to be a WSF qualified coach? • What do you want to be able to do as a result of this course?

• What do you need to know to be a WSF qualified coach?

Understand the role of a WSF Level 1 Coach

• Compare a coach with a gardener?

• Does a sunflower grow itself or does the gardener? • Should you want a sunflower would you plant an acorn?

Assessment Criteria: • Skill of delivery – The safe practical delivery of a short individual/or group session

• A very brief written lesson plan (Bullet points!)

• A short question and answer session with the course tutor • Ongoing assessment throughout the course

Coaches Contract

1. To challenge ourselves 2. To challenge each other 3. Not to fall out

The coaches contract is to create the synergy between coaches in sharing ideas and thinking on practical developmental coaching methodology to enable a deeper understanding of how squash is played – competed for – won and lost

The tutor lists the contract on a white board / flip chart inviting course candidates sign their agreement.

1. Tutor Led - Practical On-Court

Activity:

To answer and look to resolve the issues of a novice player that is unable to strike the ball, what is causing the problem/s & how to practically overcome them?

The answer usually lays with the player being unable to work out where the moving ball is in relation to the movement of the racket face

The coach’s task therefore is to get their pupil to play a rally on one wall. Pupil only using their non- playing hand to simulate similar level of abilities of a novice\learner player. The coach to use whatever means necessary.

In pairs or small group’s time banded to approx. 5-10 minutes each – then reverse roles. Have candidates coach each other with one acting as coach the other as novice player. Players are required to play with their non-playing hand.

Groups briefly demonstrate their findings.

2. Tutor led discussion on:

What went well?

Not so well?

What would you choose to change should you start again? The answer usually lays with the player being unable to work out where the moving ball is in relation to the moving racket

face. If this is assumption is correct then we as tutors – coaches – candidate coaches need to address the issue of PERCEPTION skills as opposed to just the action which occurs 3rd and last in the sequence of events in any one rally for both players

Tutor led on court activity

being PERCEPTION – DECISION – ACTION?

This process allows the coach to guide the novice player to work out for themselves HOW to perform the whole sequence of the task as opposed to the coach barking out instructions. i.e. by following working with the guiding principles.

The coach introduces and demonstrates the activity with a solo practice with the instruction on Only the Intention of what they want to make the ball do:

• With either BH or FH from a position 1.5 metres away from the front wall

• With the forefinger of the free hand gently touching the wrist of the wrist of the playing arm • Striking the ball gently to hit the front wall mid-way between the service line and the front wall out line

• Allowing the ball to bounce close to the front wall whilst striking continuously

N.B. No other instruction should be offered or given other than listed above – In other words keep your mouth closed and

the player try! (GP2) – (GP3) – (GP4) being allowed to work in practise

Progresses to:

• When some small consistency is achieved the player progresses taking small steps away from the front wall until • It resembles a drive to a length

• To gain the length the height must be maintained and increased on the front wall • When done on the BH and progresses towards the back wall the racket hand separates from the playing wrist at

the point of impact between the racket head and the ball

• Using good judgement, the coach suggests that the fore finger of the playing-hand moves away into a handcuffs position

• When a reasonable consistency is achieved whilst maintaining the height on the front wall in pairs the coach introduces a circling movement on one wall. N.B. Ensure that the height on the front wall is maintained to allow the ball to gain length and the players additional time to move around each other

• Repeat on the BH side

This then is the embryo to introduce cooperation games to 2 corners of the court which started with short drop shots

which were allowed to grow into length play. By using the same philosophy / methodology!

By adding a 3 wall boast and a x-court drive, this develops the rally into 3 & 4 corners

This also begins the practical introduction process of the Guiding Principles (GP1 – GP2 – GP3 – GP4)

3. Tutor led

presentation:

Guiding Principles:

Game based

• If happens in a game then coach it in a game situation i.e. Rallies not strokes/shots • Examine the sequence of events that occur within the rally that lead up to the action of striking the ball for both

players

Coach the intention NOT the action

• What / where do I want the ball to go/do in relation to opponent? • i.e. Place / pace / trajectory

Sub-conscious learning NOT conscious Learning without conscious thought i.e. without thinking about how the body moves.

Sally Sunflower

• Embrace the individuality of different people • We all work within the same principles of Biomechanics of how the body moves. Which we call technique

• We come in different heights – weights – Length of levers – coordination - Which we call STYLE

4.

Understand the coaching process of learning to Play

– Simple Rallies - PDA

4.1. Tutor led discussion: 4.1.1. How is squash judged/measured? 4.1.2. Giving examples of how different sports are judged / measured in different ways? e.g. Gymnastics / judged by

style - Archery / judged by accuracy - Squash / judged by 1 on 1 direct opposition Squash is best learned in PERCEPTION – DECISION – ACTION (PDA) which = Simple RALLIES

4.1.3. Tutor presents the PDA on a flipchart with just the 3 words 4.1.4. In discussion define what the 3 words mean 4.1.5. Split the group into 3 for them to work out what factors may be included under Perception / Decision / Action -

Report back findings

4.1.6. Tutor sums up all the findings and summarises PDA as being essential to Squash as an OPEN SKILL sport.

5.

Understand the Purpose of Generic Skills

5.1. Tutor introduces the following items below for the group to agree which components are important to squash: Agility – Balance – Coordination – Speed

5.1.1. Practical examples of Agility: 5.1.2. Agility ladder:

➢ Hop on 1 leg into every hole ➢ Other leg ➢ Jumping forwards

➢ Jumping backwards 5.1.3. Tag game

➢ 1-6 Players per court

➢ 1 Player starts – touches another player who becomes the Tag 5.1.4. Practical examples of Balance:

➢ Stand on BOSU ball

➢ Jump on to BOSU ball – balance and jump off ➢ Shadow play into 4 corner jumping onto BOSU ball on the T-zone between each corner

5.1.5. Practical examples of Coordination:

➢ Slalom running between cones ➢ Slalom running to 4 corners

5.1.6. Practical examples of Speed:

➢ Half court sprints – playing hand to touch the floor at the turn ➢ Quick start to catch a ball thrown by the coach ➢ Team race – full court sprints from different postures on start e.g. bridge – sitting – laying – backwards

sitting

5.1.7. Practical examples of Stamina: ➢ Pyramid running on court

➢ Side stepping to side wall and jump as high as possible to touch the wall ➢ Side stepping and bridge

5.1.8. Practical examples of Suppleness:

➢ In pairs, sitting with feet apart and soles touching – hold partners hands and pull gently backwards and forwards

➢ In pairs, stand side by side holding hands above the head and bend from side to side

➢ In pairs, 1 sitting with legs straight – partner gently pushes forwards slowly below the shoulder blades – ensure back stays straight

5.2. Kinaesthetic Awareness – Gliding 5.2.1. Practical examples of Kinaesthetic Awareness:

➢ Shadow play to all 4 corners ➢ Shadow play in the 2 front corners with a small weight in each hand

5.2.2. Practical examples of Gliding:

➢ Split step and move to front corners – playing hand to touch the floor

5.3. Catching – Passing – Striking 5.3.1. Practical examples of Catching

➢ In pairs A rolls the ball to B who using both hands catches the ball and rolls it back to A ➢ Progresses as above catching with one hand ➢ A throws the ball underarm to B who catches with both hands and throws it back

➢ As above catching with one hand N.B. – Tutor highlights the nature of Squash requiring that it be coached / learned in the Open Skill (PDA) by asking if anyone can successfully perform any of the above listed activities with eyes closed – Answer NO! It is this process that dramatically enhances the development of the neurological pathways for the early learners. 5.4. The Tutor then highlights the different signals / actions that occur – The Tutor starting from a normal standing position

moves to randomly: 1. Roll the ball

2. Under-arm throw 3. Side-arm throw – key issue for early learners 4. Over-arm throw and have the group read / predict as early as possible which of the four actions will occur

5.4.1. Practical examples of passing ➢ In small groups form a circle – slowly throw the ball under-arm randomly to any other member of the circle

to catch with both hands ➢ As above catching with one hand

5.4.2. Practical examples of striking:

➢ From a stationary position using the FH side of a racket try to keep a ball stationary – progressing to rolling the ball around the racket clockwise / anti-clockwise – progressing to a low bounce no higher than their nose!

➢ Progress to walking around with a low bounce

➢ Progressing to around cones placed 1 metre apart ➢ Progressing to relay races in teams

5.4.3. Progressing to:

Linking Throwing to Striking to Passing to Catching: ➢ A throws the ball under-arm to B who strikes the ball for B to catch – progressing to: ➢ In small groups in a circle randomly passing the ball by striking to other members in the circle

All Squash modified games e.g. ‘Big Hand’ – ‘Mini Squash’ – ‘EzeeBat’ - ‘Racketball’ all apply extremely well for early learners

6.

Understand the

purpose of Long Term Player Development

6.1. LTPD – Long Term Player Development

6.1.1. Tutor introduces the concept of LTPD and how it links to coaching squash

➢ Learning to Play – Simple Rallies - WSF Level 1 syllabus ➢ Learning to Train – Skill / Accuracy – WSF Level 2 syllabus ➢ Training to Compete – Tactics / Apply Pressure – WSF Level 3 syllabus

➢ Training to Win – Sum of all the Above

Player Level Player

Emphasis Player Needs Coaching Style

WSF Coach Education

Minimum Duration

LTPD

PSA / WSA Training to

Win Sum of Below Empower Level 4 N/A Training to Win

Mental toughness – Performing under pressure – Self-control – Self-confidence – Minimise errors – Advanced imagery – Lifestyle for a winning mentality - Periodisation Will it make a difference 10 x 1% changes adds up to a huge difference = 10%

National Juniors

Training to Compete

Tactics/Apply Pressure

Direct Level 3

6 days

+ pre course reading & post

course assignment

Training to Compete – 15 to

23 years

Height changes tend to end – Increase muscle mass – Speed and power training – All physical systems becoming established – Increase training loads -Structured psychological skills practice – Self talk – Mental state of peak performance – Establishing & maintaining concentration/focus – More outcome goals

Intermediate Players

Learning to Train /

Training to Train

Skill / Accuracy Coach Level 2

4 days

+ pre course reading & post

course assignment

Learning to Train – 8 to 12 years

Training to Train – 11 to 16 years

Growth spurts - Improved motor control/coordination helps skill learning/building & skill performance – Neurological pathways still developing – Performance gains largely from growth - Sensitive to aerobic capabilities, flexibility, strength and speed capacities - Linking actions to result - Choosing targets – Focusing of thoughts to actions -Confidence building - Focusing attention – Imagery – Process goals not outcome

Early Learners

Learning to Play

Fun Games

Simple Rallies

Teach Level 1 4 days

Active start - 0 to 6 years

FUNdamentals – 6 to 9 years

Rapid development of the nervous system - Aerobic capacity is primary - Skeletal system is fragile - Rapid development of the neural pathways - Coordination improvements - Mental skills developing rapidly – Focusing of attention – Modelling of game situations

7.

Understand the

use of coaching tools – PDA cycle for coaching

Simple Rallies

7.1. Tutor presentation and open discussion:

Four Questions and three words: What – Why – When – How (PDA) N.B. This process is to help the candidate coach to ORDER their THOUGHTS and to present information to early

learners that enable them to work towards learning to play simple rallies. What does the player want to be able to do? Why it is important that they can do it?

When would it be appropriate to do it? How it could be achieved? 7.2. Tutor organises the group into different pairs and repeats the task of:

➢ 1 acts as the coach the other as an early learner who is only allowed to play with their non-playing

hand ➢ The coach has 5 minutes with the task of getting the early learner to strike the ball to length either

BH or FH ➢ Reverse roles and repeat

7.3. Tutor led discussion on:

➢ What went well? ➢ Not so well? ➢ What they feel is causing the problem? ➢ What would they choose to change?

8.

Describe the use

of tools and HOW

they are used to

effect positive

change for early

learner players

8.1. Grip:

What – Controls the angle, direction and speed of the racket head Why – The angle and direction of the racket head controls the trajectory – speed – accuracy of the ball

When – All the time How – By gripping the racket handle with the forefinger and thumb in a ‘V’ shape higher on the handle than the three remaining fingers – so that the handle is loosely cupped in the three remaining fingers.

8.1.1. Tutor selects someone who has experienced problems and demonstrates HOW to achieve success by only offering limited information – Holding the racket with only the Thumb & 2 Fingers – Progressing to 3 fingers, as the control level improves, keeping the smallest finger off the handle

8.1.2. The Tutor allows the player to play SOLO from a position 1.5 metres from the front wall 8.1.3. The Tutor stays quiet offering NO information 8.1.4. When the Tutor sees the player can have some small success, he invites the player to progressively

move to 2 metres 2.5 – 3 etc working towards length


➢ What went well? ➢ Not so well? ➢ What they feel is causing the problem? ➢ What would they choose to change?

8.3. Tutor introduces: ‘‘George’’

What – The natural height and distance in relation to the body for the racket hand on impact with the ball Why – Helps coordination of the body movement to the moving ball When – All the time out of choice

How – To establish ‘George’ for course candidates is to hold the racket in the non-playing hand using the grip as listed above – Using the BH side gently bounce the ball to maximum head height – Have the candidates establish how high in relation to the body is the point of contact – Change to the FH side and repeat the task

N.B. Ensure that the point of contact stays at the same height which will then establish the natural distance of point of contact in relation to the body - Links to the Radar

8.4. Radar: What - Tracks the position of the ball in relation to body

Why – Helps coordination of the body movement to the moving ball When – All the time How – Point to the ball with the free hand

8.5. Practical Tutor then asks the player to still hold with 2 Fingers and the Thumb and now place 1 finger from the non-playing

hand on their wrist of their playing arm and repeat the exercise

➢ Change partners and repeat the exercise

➢ Progress with the 1 finger of the non-playing hand gradually moving away from the playing hand but

still pointing to the ball

➢ Progress up and down observing the Tools turning into Fun Games

8.6. Relaxed Rhythm:

What – Tool that encourages the early learner to relax both grip and their whole body Why – To release the body of excessive tension

When – Either moving into position or striking the ball How – Make it a focus of attention and experience the difference

8.7. ➢ Continue to progress the above drill

8.8. Action to result: What – Links the racket action to where the ball travels

Why - Allows the player to determine where ball travels with accuracy When – All the time How – By changing the action the ball goes to a different target

8.9.

8.9.1. Tutor progresses the above drill to now move forward to close to the front wall and progressively back – i.e. 1 Strike - 1 Step -1 Strike -1 Step Progressively backwards and then progressively forwards etc.

8.10. The Clock:

What – Diagnostic tool to identify what are likely causes of skill based problems Why – It is a systematic and accurate way to find underlying issues

When – All the time How – Under the headings of Perception @ 12 o’clock – Decision @ 4pm – Action @ 8pm. Starting @ 12 look to see if the player is reading the opponents actions and the ball / @ 4pm onwards look to see if they are choosing a good

striking position / and 8pm onwards looking to see if the player is developing a good striking action. 8.11. Practical ➢ Tutor progresses the same drill

8.12. 0 to 100:

What – A measure of a player’s level of competency – judged NOT BY STYLE but by a level of accuracy of what the player makes the ball do!

Why – Sets a level of success and work level for optimal learning When – All the time How – Observation of the success level in a routine/drill – success rate of 9 or 10 out of 10 successes then the drill

is too easy – less than 4 out of 10 is too difficult – range of 5 to 8 out of 10 is good

8.13. ➢ Progress the drill either up or down for the early learners to be practising between 5 and 8.

8.14. When problems DO LESS:

What – The tool to measure the degree of difficulty for the player Why – Allows the player to learn in the subconscious When – All the time

How – Taking information away from the player – focus attention on only one of the TOOLS – STOP speaking and let them try

8.15. ➢ Progress the above drill up and/or down to maintain the success rate between 5 and 8.

8.16. Spiders Web:

What – Tool that shows the process of progressive skill building from Closed skills to Open

Why – Allows players to learn Simple Rallies at their own rate progressively When – All the time How – PDA - Be Explicit not implicit on the 3 areas of focus

8.17. Show & Test

What – Tool that shows the differences in racket actions that makes the ball go to different targets

Why – Enables the player to recognise the signals of where the opponent is going to strike the ball When – Focus on opponent just before they strike the ball How – PDA – Highlight the process of PDA i.e. The focus of the different racket actions required to make the ball

travel to different targets (Perception) – To recognise when is good opportunity (Decision)

LTPD – Long Term Player Development Links to Matrix in more depth

Tutor introduces the concept of LTPD: Learning to Play – Simple Rallies - WSF Level 1 syllabus

Learning to Train – Skill / Accuracy – WSF Level 2 syllabus Training to Compete – Tactics / Apply Pressure – WSF Level 3 syllabus Training to Win – Sum of all the Above

ABCs – Agility – Balance – Coordination – speed Re-order the generic skills to highlight the PDA

PRACTICAL EXAMPLES OF AGILITY

AGILITY LADDER Difficulty 1 Difficulty 2 Difficulty 3

Learning to Play LEVEL

Developing on Power Hop on 1 leg into every hole Hop on 1 leg into every 2 hole Hop on 1 leg into every 3 hole

Developing on Speed Hop on 1 leg into every hole Hop on 1 leg into every hole with high speed

Hop on 1 leg into every hole with max speed

Developing on Co-ordination

Hop on 1 leg into hole-left out-in-right out… in slalom movement

Hop on 1 leg into hole-left out-in-in-right out… in slalom movement

Hop on 1 leg into hole-left out-out-in-right out-out… in slalom

movement

OTHER EXERCISES Use other leg Jumping backwards Use Skip Rope

MIXED SKILLS EXERCISES Based on the PDA, if you recognise a mistake of bad recovery: practice the balance on last stride with high speed or with hand weight (this will show you your mistake)

Clear the problem, than go back for basic exercise.

TAG GAME - 1-6 Players per court: 1 player starts – touches another player who becomes the Tag

Difficulty 1 Difficulty 2 Difficulty 3

Learning to

Play LEVEL

Developing on Power Normal Tag game, catch other anywhere

Tag game, catch other on ankle Tag game, catch other on ankle, rest with touching the floor

Developing on Speed Normal Tag game, catch other anywhere

Tag game, catch other anywhere with 2 tags

Tag game, catch other anywhere with 3 tags


Normal Tag game, catch other anywhere

Normal Tag game, catch other on his back

Tag game, take out napkins from his short on back

PRACTICAL EXAMPLES OF BALANCE

Stand on 1 leg - jump to the other, Stand on BOSU ball, Jump on to BOSU ball – Balance and jump off Difficulty 1 Difficulty 2 Difficulty 3


Developing on Power Stand on 1 leg, jump to the other, stay in balance

Stand on 1 leg, jump over a ball to the other leg, stay in balance

Stand on serve box line on 1 leg, jump over to the other side of

the serve box to the other leg, stay in balance

Developing on Speed Stand on 1 leg, jump to the other,

stay in balance, change legs as fast as you can

Stand on 1 leg, jump over a ball

to the other leg, stay in balance, change legs as fast as you can

Stand on serve box line on 1 leg,

jump over to the other side of the serve box to the other leg, stay in balance, change legs as

fast as you can


Stand on 1 leg, jump to the other, stay in balance

Stand on 1 leg flying T position, jump over a line to the other leg,

stay in balance finish again in flying T

Stand on BOSU with 1 leg, jump to the other leg, and stay in balance. Change continuously.

OTHER EXERCISES Shadow play into 4 corner jumping onto BOSU ball on the T-zone between each corner

PRACTICAL EXAMPLES OF CO-ORDINATION - SLALOM RUNNING BETWEEN CONES, SLALOM RUNNING TO 4 CORNERS


Learning to

Play LEVEL

Developing on Power Slalom run between 6 cones, jog

back

Slalom run between 6 cones

touch the tops, jog back

Slalom run between 6 cones,

touch floor outside, jog back

Developing on Speed Slalom run between 6 cones, jog back

Slalom run between 6 cones, jog back, cones are distance of 30cm

apart from each other

Slalom run between 6 cones, backwards run on the way back


Slalom run between 6 cones, jog back

Run around 4 cones, same way back

Run around 4 cones in different ways, same way back - can he

copy?

PRACTICAL EXAMPLES OF SPEED

➢ Half court sprints – playing hand to touch the floor at the turn ➢ Quick start to catch a ball thrown by the Coach

➢ Team Race – full court sprints from different postures on start e.g. Bridge – Sitting – Laying – Backwards sitting



Developing on Power Half court sprint touch low corner on front wall, run back

Half court sprint, make bridge front of the front wall, run back

Half court sprint, make bridge front of the front wall, backwards

run on the way back

Developing on Speed Half court sprint, run back Half court sprint and run back. Start with clapping

Half court sprint and run back. Start with a sign


Half court sprint, around a cone and run back

Run around 4 cones, same way back

Run around 4 cones in different ways, same way back with max speed with racket

PRACTICAL EXAMPLES OF STAMINA

➢ Pyramid running on court - FOR STAMINA

➢ Side stepping to side wall and jump as high as possible to touch the wall - FOR COORDINATION AND STAMINA ➢ Side stepping and bridge - FOR STRENGTH AND STAMINA



Developing on Power 1 min Half court sprint touch on front wall, run back

1.5 min Half court sprint, make bridge front of the front wall, run

back

2 min Half court sprint, make bridge front of the front wall,

backwards run on the way back

Developing on Speed 30 sec Half court sprint, run back - 6 times

2 min Half court sprint, and run back. Start with clapping

5 min Half court sprint, and run back


Half court sprint, around a cone and run back - 10 times

Run around 4 cones, same way back - 10 times

Run around 4 cones in different ways, same way back with max

speed with racket - 10 times

OTHER EXERCISES Use all kinds of long distance running, swimming, biking, walking. Do these for at least 25-40 minutes.

Use these kinds of exercises mostly at the resting season or pre season.

PRACTICAL EXAMPLES OF SUPPLENESS

1. In pairs sitting with feet apart and soles touching – Hold partners hands and pull gently backwards and forwards 2. In pairs stand side by side holding hands above the head and bend from side to side

3. In pairs 1 sitting with legs straight – Partner gently pushes forwards slowly below the shoulder blades – Ensure back stays straight

KGBs – KINAESTHETIC AWARENESS - GLIDING

Practical examples of Kinaesthetic Awareness

1. Shadow play to all 4 corners 2. Shadow play in the 2 front corners with a small weight in each hand

Practical examples of Gliding:

➢ Split step and move to front corners – Playing hand to touch the floor

CPKs – CATCHING - PASSING – STRIKING

PRACTICAL EXAMPLES OF CATCHING

1. In pairs A rolls the ball to B who using both hands catches the ball and rolls it back to A 2. Progresses as above catching with one hand

3. A throws the ball underarm to B who catches with both hands and throws it back 4. As above catching with one hand

N.B. – Tutor highlights the nature of Squash requiring that it be coached / learned in the Open Skill (PDA) by asking if anyone can successfully perform any of the above listed activities with eyes closed – Answer NO!

It is this process that dramatically enhances the development of the Neurological Pathways for the Early Learners

The Tutor then highlights the different signals / actions that occur – The Tutor starting from a normal standing position moves to randomly: Progresses as

above catching with one hand

1. Roll the ball

2. Under-arm throw 3. Side-arm throw – key issue for early learners 4. Over-arm throws and have the group read / predict as early as possible which of the four actions will occur?

PRACTICAL EXAMPLES OF PASSING

1. In small groups form a circle – Slowly throw the ball under-arm randomly to any other member of the circle to catch with both

hands

2. As above catching with one hand

PRACTICAL EXAMPLES OF STRIKING

1. From a stationary position using the FH side of a racket try to keep a ball stationary – Progressing to rolling the ball around the

racket clockwise / anti-clockwise – Progressing to a low bounce no higher than their nose!

2. Progress to walking around with a low bounce 3. Progressing to around cones placed 1 metre apart 4. Progressing to around cones placed 1 metre apart

PROGRESSING TO: LINKING THROWING TO STRIKING TO PASSING TO CATCHING

1. A throws the ball under-arm to B who strikes the ball for B to catch – Progressing to 2. In small groups in a circle randomly passing the ball by striking to other members in the circle

All Squash modified games e.g. ‘Big Hand’ – ‘Mini Squash’ – ‘EzeeBat’ - ‘Racketball’ all apply extremely well for early learners

COMPETENCY 2 – SKILL OF DELIVERY

By the end of this module, coaches will be able to demonstrate that they can;

1. Understand HOW to relate to early learner squash players 2. Understand different learning styles of players and the need for different coaching styles 3. Understand the key principles of Introduction and Demonstration

4. Demonstrate and introduce the key principles of WWWH (What, Why When, How) to the grip 5. Warm Ups 6. Demonstrate and introduce the key principle of WWWH to service, drives, boasts, drops and volleys into simple rallies progressively

7. Understand and demonstrate the patterns of movement within simple Open Skill rallies in squash 8. Safety on Court 9. Demonstrations

10. Observe, diagnose faults and provide feedback to progress performance of simple rallies – PRACTICAL USE OF THE TOOLS

Make sure that the emphasis is on DEMONSTRATIONS and the ways that information passes and is received!

LEARNING OUTCOME DELIVERY

1. Understand HOW to relate to early learner squash players

Presentation and Tutor led discussion Both Physical and Mental Skills are developing very quickly with young early learners with the Neurological Pathways opening at a very fast rate

1.1. They have very short attention spans 1.2. They can’t sit still for long 1.3. They love to move and do

1.4. They love to try new things – simple things for instant success 1.5. Lots of variety 1.6. Lots of fun based modified games

2. Understand different learning styles of

players and the need for different coaching styles

Tutor splits the course candidates into 3 groups to identify methods of passing information: 2.1. Group 1 prepares a description of an action (e.g. a split step) providing only written information

2.2. Group 2 prepares a description of the same action providing only verbal information 2.3. Group 3 prepares a description of the same action providing only visual information

Tutor summarises with:

2.4. People learn best through the senses of Sight - getting a visual picture, Sound - listening to a description, Touch - by doing / discovery

2.5. A combination of all 3 is usually the best option

2.6. Identify areas of focus that will effect positive change

3. Introduction and

Demonstration

Principles

Show it – Explain the main points – Let them try

Presentation and Tutor led discussion on: How to deliver a good demonstration that links, How the coach presents

information in such a way: Show – Tell – Try to enable the player to perform a skill in a practical way: 3.1. Show – with a partner helper in a rally situation briefly show the skill being demonstrated to create a visual

image

3.2. Tell – briefly explain the key issues around PDA 3.3. Show again, whilst highlighting the key issues, progressively drawing the groups attention verbally at the same

time

3.4. Try – organise the group to practice the skill of performing a good demonstration

Practical

Tutor organises the candidates into groups between 4 and 7 – in turn, they perform a demonstration of a skill of their individual choice e.g. Drive / Boast etc.

3.5. In a queue and in sequence of 1,2,3,4 etc.

3.6. With a time limit of 1 min for the show and tell and 2 mins for the organise and try: 1 acts as the demonstrator and 2 as a helper

3.7. 3 as the judge / time keeper – 4,5,6,7 acting as early learner players

3.8. 3 as the judge who times and judges that the demonstrator conducts the demonstration in the sequence of Show – Tell – Try with the PDA. Should the demonstrator deviate from the sequence or goes over the 3 mins, the judge calls STOP and everyone moves on one place with 1 joining the back of the queue – 2 becomes

the demonstrator - 3 the helper 4 the judge – 5,6,7 preparing

N.B. Very little or no debate between each unit of 3 mins

4. Demonstrate and

introduce the key

principles of WWWH

to the GRIP

Grip loosely with the

fingers

What – Controls the angle, direction and speed of the racket head Why – The angle and direction of the racket head controls the trajectory – speed – accuracy of the ball

When – All the time How – By gripping the racket handle with the forefinger and thumb in a ‘V’ shape on the handle, the three remaining fingers loosely coming around the handle so that the handle is cupped gently in the fingers

4.1. Tutor organises the candidates into groups to practice delivering demonstrations using the principle of Show – Tell

– Try

N.B. Get this right very early in the learning process – too much tension in the grip will inhibit accuracy and skill building

5. Warm Ups

Build up gradually to full speed

What – Warm up is the process by which we prepare the Body and Mind to practice and or play squash

Why – Prevents injuries – allows everything to work at full speed When – Before training – practice – competition How – Tutors discretion

6. Demonstrate and

introduce the KEY principles/process of WWWH – Lifting

drives -drops - boasts – volleys into simple rallies progressively

Aim half way between

the Service Line and the Front Wall Line

Demonstration Practice:

6.1. Progressing from solo practice into circling with maximum cooperation 0-100 6.2. Progressing into a Modified Game of playing only to length – rules of trying to make the ball strike the front wall

between the service and the out lines, and bouncing behind the short line.

N.B. The rules of achieving specific targets should NOT be observed!! As the aim is to practice the skill in a fun rally situation

Presentation and Tutor led discussion on the process of:

6.3. What – Why – When – How (PDA)

6.4. Ordering thoughts 6.5. KISS – Keep It Simple Squash 6.6. Closed to Open Skills – Progressively adding new shots integrated into Open rally

6.7. Spiders web

6.8. Tutor led discussion and demonstration on the Show / Tell / lets them Try of:

6.9. Demonstration Practice – Show / Tell / Try - Lifting Drive to Length -

What – Strike the ball to first hit the front wall mid way above the service line and the out line – to then travel

as close to the side wall as possible – bounce on the floor just behind the service box Why – To try to force your opponent into a back corner away from the T-zone When – Your opponent is on the T-zone or in front of you How –

P - Focus on your partners’ actions when your partner is striking the ball D - Decide where you want to time the ball (i.e. make contact with the ball) and the target to length

A - Moving from the T-Zone into a position facing the side wall with the racket up The racket begins to move down and forward to a point of contact at ‘‘George’’ with a loose Grip following through on the recovery back to the T-zone


• What went well in the demonstration?

• Did the ball go where you wanted it to go? • Did you highlight looking at the opponent?

• Did you highlight striking the ball at ‘‘George’’ with a loose grip etc? • Identify if the skill level of the demonstration improved?

• What were the key issues that made it good etc?

• Not so well? • Any difficulties in the demonstration?

• What would you choose to change if you had the opportunity to do the demonstration again? • Which of the tools are most likely to help you with the demonstration skill development?

6.11. Repeat the exercise – making the changes! 6.12. Tutor summarises

7. Understand and demonstrate the patterns of movement

within simple Open Skill rallies in squash From a good ready

position on the T-zone - Watch the opponent very carefully – Move as

rhythmically as possible to the last stride on balance to meet the ball

7.1. Tutor introduces and demonstrates the Show / Tell / Try of being ready to move with the attention focused to move from the T-zone – Split step – moving to the ball - being balanced – recovering to the T-zone

7.2. Demonstration Practice of movement: ➢ Using a simple circling movement in groups of 3-4 ➢ In turn one does the speaking to highlight the pattern of movement and two do the practical ➢ In sequence of:

• T-zone – Looking at opponent – Poised and ready to move

• Split step – Compensatory step • Moving into position – With last stride on balance

• Striking

• Recovering back to the T-zone 7.3. Tutor led discussion on:

• What went well?

• Identify if the skill level of the demonstration improved?

• What were the key issues that made it better etc? • Not so well?

• What were the main difficulties of the candidates? • What would you choose to change if you had the opportunity to do the presentation again?

• Which of the tools is most likely to help with the demonstration skill development?

7.4. Repeat the exercise – making the changes! 7.5. Tutor summarises

8. Safety on Court List of Do’s and Don’ts

Individual:

8.1. Condition of court – slippery floor, loose boards etc – could a player fall and hurt themselves?

8.2. Playing equipment – are shoes and racket in good condition? Are they wearing appropriate clothing? 8.3. Regular drink breaks taken 8.4. Player medical history – any pre-existing medical conditions? How hard could they be pushed? Are there certain

things we should avoid during the particular session? Would the coach always make extensive enquiries about a junior in order to avoid conditions like “Osgood schlatters”

8.5. Wearing WSF Certified Protective Eyewear for juniors is mandatory

8.6. Contact mobile for parents – just in case! 8.7. Club to have a first aid kit 8.8. Coach to have some basic first aid training

Group:

8.9. All the above

8.10. For groups get parents to sign a consent form that provides all background info. 8.11. Wearing WSF Certified Protective Eyewear for juniors is mandatory 8.12. Stress the use of a safe swing.

8.13. Players to stop immediately if coach yells “time” or “stop” - vital, if there is more than one ball being used on court

9. DEMONSTRATIONS

Be aware for when your opponent is behind you – With a loose grip aim the

ball softly to just above the Tin to the floor and then wall

9.1. Demonstration Practice - Show / Tell / Try - Straight Drop

What – You want the ball to do – strike the ball to hit low on the front wall, to then bounce on the floor close to the

wall Why – To push partner to the front corner of the court When – Your partner is behind

How – ➢ P - Focus on your partners actions when your partner is striking the ball ➢ D - Decide where you want to time the ball (i.e. make contact with the ball – preferably early on the volley) and

the target short to strike the front wall half way between the tin and the service line

➢ A - Moving from the T-Zone into a position facing the side wall with the racket up The racket begins to move down and forward to a point of contact with a loose Grip following through, recovering back to the T-zone

9.2. Demonstration Practice of Drop incorporating Show and Test: ➢ In Pairs striking alternately

➢ A plays a straight drive to length - Show ➢ B with the area of focus on watching player A’s body action and racket action plays to length ➢ A again plays to length - Show

➢ B to length still with the same areas of focus on A’s body action and racket action ➢ A then plays a drop - Show ➢ B still with the same areas of focus plays to length

➢ When candidate B thinks that he can see the difference in players A’s shot production between drives and drops then player A does either a drive to length or a drop - Test

➢ i.e. Show and Test

➢ Reverse the roles of players A and B


• What went well in the demonstration?

• Did the ball go where you wanted it to go? • Did you highlight to look at the opponent?

• Did you highlight striking the ball at ‘‘George’’ with a loose grip etc? • Identify if the skill level of the demonstration improved?

• What were the key issues that made it better etc? • Not so well?

• Any difficulties in the demonstration?

• What would you choose to change if you had the opportunity to do the demonstration again? • Which of the tools are most likely to help you with the demonstration skill development?

9.4. Repeat the exercise – making the changes!

9.5. Tutor summarises

9.6. Tutor progresses the demonstration practice to: ➢ Both candidates with the area of focus in order on your partners body language, partners’ racket

action and lastly the ball – PDA ➢ When your partner is behind Drop, when you are behind play Straight ➢ Still with the same areas of focus - when your partner drops move forward and play to straight length

➢ Progress the demonstration with the same areas of focus to a modified game on one wall using either drops and drives randomly

➢ Both BH and FH

9.7. Tutor led discussion and summing up on:

• What went well? • Did the demonstration skill level improve?

• What were the Key Issues that made it better etc? • Not so well – What were the main difficulties of the candidates?

• What would you choose to change if you had the opportunity to do the demonstration again? Which of the TOOLS is most likely to help with the demonstration skill development

When the ball passes you, turn your body to face the back corner and strike the ball

9.8. Demonstration Practice of the Show / Tell / Try of the 3 Wall Boast

What – Strike the ball to hit the side-wall – front wall near the service-line – the opposite side-wall to then bounce on

the floor having lost pace at the front part of the court Why – To force partner to move away from the T-zone When –Ball has gone past players body OR is not looking

How – ➢ P - Focus on your partners body actions and their racket actions when they are striking the ball ➢ D - Decide where you want to time the ball (i.e. make contact with the ball) and the target diagonally at the front

of the court ➢ A - Moving from the T-Zone into a position facing the nearest back corner

The racket moves forward and with a lifting movement to a point of contact at ‘‘George’’ with a loose Grip following

through on the recovery back to the T-zone

Hit the ball wide towards the side wall at the back of the service box

9.9. Demonstration Practice of the Show / Tell / Try of the X-Court Drive to Length

What – Aim to hit the front wall just off-centre – side wall at the back of the service box

Why – To move your partner away from the T-Zone When – Your partner is at the front or the other side of the court How –

➢ P - Focus on your partners body actions and their racket actions when they are striking the ball to try and predict where the ball will travel

➢ D - Decide where you want to time the ball during its flight and the target on the side wall

➢ A - Moving from the T-Zone into a position facing the nearest front corner The racket moves forward and with a lifting movement to a point of contact at ‘‘George’’ with a loose Grip following through on the recovery back to the T-zone

Move back to the T-zone between each shot and

look closely at your opponents racket action

As above!

Focus attention only on

the differences of your opponents actions

As above

As above

9.10. Start the demonstration with: A closed skill demonstration practice

➢ A Plays x-court - Show ➢ B Plays a 3 wall boast - Show ➢ Reverse roles

9.11. Progresses to a 1 corner each game


• What went well – Did the demonstration skill level improve? • Not so well – What were the main difficulties of the players?

• What are the Key Issues that would make it better etc? • What would you choose to change – If you had the opportunity to do the demonstration again -

Which of the TOOLS is most likely to help with the demonstration skill development?

9.13. Progress demonstration practice to: ➢ A plays X-court - Show

➢ B plays 3 wall boast - Show ➢ A plays X-court - Show ➢ B plays straight drive - Show

➢ A plays 3 wall boast - Show ➢ B plays X-court - Show ➢ A plays straight drive etc - Show

9.14. Progresses demonstration practice to: ➢ A cooperation 3 corner game with

➢ Both A and B driving to a length ➢ When A chooses he plays either a straight drop OR 3 wall boast - Test ➢ Reverse roles

➢ Progresses to either A or B playing a straight drop OR a 3 wall boast – Test

9.15. Progresses demonstration practice in sequence with cooperation to: ➢ A Plays straight to length - Show

➢ B Plays a 3 wall boast - Show ➢ A Play a straight drop - Show ➢ B Plays straight to length - Show

➢ A Plays a 3 wall boast - Show ➢ B Plays a drop - Show ➢ A Plays straight to length etc.

As above

9.16. Progresses demonstration practice to: ➢ A cooperation 4 corner game -Test


• What went well? • Did the demonstration skill level improve?

• What were the Key Issues that made it better etc?

• Not so well – What were the main difficulties of the candidates? • What would you choose to change if you had the opportunity to do the demonstration again?

• Which of the Tools is most likely to help with the demonstration skill development

9.18. Tutor introduces and demonstrates the Show / Tell / Try of Service

• What – The ball must strike the front wall between the service and out lines to bounce in the opposite back court behind the short line – this can be the same as a lob or drive to length

• Why – To put the ball in play and put the opponent under pressure

• When – The start of every rally • How – With a foot in a service box with your free hand throw the ball to a position that is favourable to you

and strike

Where possible all drills should start with a Service!

9.19. Tutor introduces and demonstrates the Show / Tell / Try of Straight Volley Return of

Service

• What - To strike the ball at a high point before it bounces to first hit the front wall mid way above the service line and the out line – to then travel as close to the side wall as possible – and to bounce on the floor behind the service box

• Why – To try to force the opponent into a back corner away from the T-zone

• When – Your opponent is on the T-zone or in front of you • How –

P - Focus on your partners’ service action when they strike the ball

D – Making your decision to strike the ball on the volley before it drops to the ground A – Moving from the T-zone into a position facing the side wall with the racket high, moving forward to strike the ball at the highest level possible with a loose grip, short action and recovering back to the T-zone

10. Observe, diagnose

faults and provide feedback to progress performance of simple

rallies – PRACTICAL USE OF THE TOOLS

10.1. Presentation and Tutor led discussion on the PDA as a diagnostic Tool – Clock:

What – The PDA when used as a clock is a diagnostic tool to highlight areas of development for early learner players Why – It provides the coach with a process / procedure in context and chronological sequence of the elements

of open rallies in squash When – The early learner player has difficulty in progressing a skill How – Search starting at 12 to 1,2,3,4 etc through to 12 – Work on the small numbers first through to 12.

Using the Tools as areas of focus to assist progression and development 10.2. Tutor organises the course candidates into groups who select a simple rally/routine using 2/3 to play and the

rest to individually observe and mark on the clock areas that require attention / focus of attention

10.3. Each group rotates players and observers to highlight common elements that require additional focus of attention

10.4. Each group reports areas of findings to which the Tutor highlights and summarises which TOOLS would work

well to assist improvement 10.5. Tutor returns the groups on court to begin the process of providing feedback to improve performance in open

rallies

10.6. Groups report back 10.7. The tutor summarises.

10.8. Tutor progresses the development of simple rallies:

Key Tools to emphasis being Grip – ‘‘George’’ - Action to result – Relaxed rhythm – If problems do

less - 0 to 100 ➢ Demonstrate - highlighting the major points of emphasis on Grip – ‘‘George’’ - Action to result –

Relaxed rhythm – If problems do less 0 to 100

Do let them try.

10.9. Practical Demonstration: In pairs alternately both players with the areas of focus on when your partner is out of position behind you or not looking – Your partners racket action which tells you where the ball will go and recognise that the ball is loose enough to enable you to take advantage

Each rally begins with a service and the rally begins on the same wall until either player Recognises: ➢ When your partner is behind you play a 3 wall Boast, when you are behind play a lifting drive Straight

➢ When still with the same areas of focus your partner boasts then move forward and play an X-court lifting drive to length

➢ Demonstration continues on the same wall

10.10. Progresses to:

Each demonstration begins with a service and return for the rally to begin on the same wall until either player Recognises: ➢ When your partner is behind you play a 3 wall Boast, when you are behind play a lifting drive Straight

➢ When still with the same areas of focus your partner boasts move forward and play either an X-court drive to length OR a lifting drive straight

➢ Demonstration continues on either wall

10.11. Progresses to: 10.12.

Each demonstration begins with a service and return for the rally to begin on the same wall until either player Recognises: ➢ When your partner is behind you play a 3 wall Boast, when you are behind play a lifting drive Straight

➢ When still with the same areas of focus your partner boasts move forward and play either an X-court lifting drive to length - a lifting drive straight OR a straight drop



• What went well? – Did the skill level improve? – What were the Key Issues that made the demonstration better etc?

• Not so well – What were the main difficulties within the demonstration? • What would you choose to change if you had the opportunity to do the demonstration again? Which of the

tools is most likely to help with the skill development?

10.14. Repeat the exercise – Making the changes!

10.15. Practical Demonstration:

In pairs alternately both players with the areas of FOCUS on when your partner is out of position

behind you or not looking – Your partners racket action which tells you where the ball will go and recognise that the ball is loose enough to enable you to take advantage

Each demonstration begins with a service and begins on the same wall until either player Recognises:

➢ When your partner is behind you play a straight DROP, when you are behind play a lifting drive Straight ➢ Still with the same areas of focus when your partner drops move forward and play a lifting drive to length ➢ Demonstration continues on the same wall


Each demonstration begins with a service and return for the rally to begin on the same wall until either player Recognises: ➢ When your partner is behind you play a straight drop, when you are behind play a lifting drive Straight

➢ Still with the same areas of focus when your partner drops move forward and play either an X-court lifting drive to length OR a lifting drive straight



Each demonstration begins with a service and return for the rally to begin on the same wall until either player Recognises:

➢ When your partner is behind you play a straight Drop, when you are behind play a lifting drive Straight ➢ Still with the same areas of focus when your partner drops move forward and play a Xcourt lifting drive to

length - lifting drive straight to length - OR a counter drop

➢ Rally continues on the same wall


• What went well? – Did the skill level improve? – What were the Key Issues that made it better etc?

• Not so well – What were the main difficulties of the players? • What would you choose to change if you had the opportunity to do the demonstration again?

• Which of the tools is most likely to help with the skill development?

10.19. Repeat the exercise – making the changes 10.20. Tutor summarises

10.21. Tutor progresses to: ➢ Both players with the area of focus in order - on your partners’ body language, partners’ racket

action and lastly the ball – PDA ➢ When your partner is behind Drop or Boast, when you are behind play Straight ➢ Still with the areas of focus when your partner drops or boasts move forward and play to straight length

➢ Both players progress to when in front play a drop or boast, when behind play long ➢ Progress with the same areas of focus to demonstrate a modified game on both walls using either drops,

boasts and drives randomly

➢ Both BH and FH


• What went well – Did the skill level improve – What were the Key Issues that made it better etc?

• Not so well – What were the main difficulties of the players? • What would you choose to change if you had the opportunity to do the demonstration again?

• Which of the Tools is most likely to help with the skill development?

Competency 3 – Lesson Planning to Effect Positive Change – Bringing it all together

Learning Outcomes, by the end of this module, coaches will be able to demonstrate that they can;

1. Understand and describe the differences between coaching an individual and groups 2. Plan and deliver a series of individual lessons to develop simple rallies for squash, observing, diagnosing areas for improvement and providing

feedback to improve positive change

3. Plan and deliver a series of group lessons of modified fun games and a simple rally situation for squash, observing, diagnosing areas for improvement and providing feedback to improve positive change


1. Understand and

describe the differences between coaching an individual and a

group

1.1. Tutor splits the group into two groups:

➢ One to debate the elements of an Individual lesson ➢ The other to debate the elements of a group lesson

1.2. Groups report back findings

Individual:

• Coach needs to act as the practise partner as well as the coach

• Coach needs to be able to play quite well and be fit enough • Easy to organise only one court

• Less safety issues • WSF Certified Protective Eyewear mandatory for juniors

• Communication easier • Progress quickly

Group: • Players are of different standard

• Lot’s more people to organise safely

• WSF Certified Protective Eyewear mandatory for juniors • Differing learning styles

• Time on task needs to be equal • Need to supervise several court

• Manage behaviour


2. Plan and deliver

individual lessons to develop simple rally situations for

Squash; observing and diagnosing areas for improvement;

providing feedback to improve positive change

2.1. Tutor led discussion and presentation:

Presentation

• Questioning – Players Strengths / Weaknesses / How can I help? • An awareness of - Common symptoms – Diagnosis – Plan of action (Treatment)

All lessons will include: • Warm up

• Process of Assessment of the Players – The Clock – PDA - Find problem areas

• Diagnosis – Prioritise what is causing the problem • Demonstration of Skill being introduced – Show / Tell / Try

IDEAS (introduction/demonstration/explanation/action/summary) Highlight a single area for the player to focus attention on to improve

• Let them try – Closed skill progressing to Open Skill – Up or down – 0-100 – When problems, do less!

• Skills practice

• Games - Modified / Conditioned / Fun • Competition practice if appropriate

• Cool down • Summing up lesson / Closure

2.2. Reflection – What went well etc?

2.3. Tutor allows time for course candidates to Plan an Individual lesson

2.3.1. Tutor divides the group into pairs:

➢ One acting as the coach the other as a player – Coach delivers the lesson ➢ Reverse roles

2.4. Tutor led discussion on: • What went well? – Did the skill level improve? – What were the Key Issues that made it better etc?

• Not so well? – What were the main difficulties of the players?

• What would you choose to change if you had the opportunity to do the lesson again? • Which of the Tools were the most effective in helping with the skill development?

2.5. Repeat the exercise with different partners – making the changes!

2.6. Tutor observations and summing up:


3. Plan and develop group lessons of fun games and a simple

rally situations for Squash, observing, diagnosing areas for

improvement and providing feedback to improve positive

change

Tutor allows time for course candidates to Plan a Group Lesson

Tutor divides the candidates into groups of 4/5:

➢ One acting as the coach the others as players – Coach delivers the lesson ➢ Rotate roles in turn

Tutor led discussion on:

• What went well? – Did the skill level improve? – What were the Key Issues that made it better etc? • Not so well – What were the main difficulties of the players?

• What would you choose to change if you had the opportunity to do the lesson again? • Which of the Tools is most likely to help with the skill development?

Repeat the exercise with different groups / partners – making the changes! Tutor observations and summing up:

TUTOR SUMMING UP

• What to do next • Preparing for Assessment

Close

Check List: i.e. does the document do these things?

Introduction – Scene Setting – Big Picture:

• Explanation of WSF philosophy in context to Level 1 award • Role of a WSF Level 1 coach

• Reference to LTPD

• Assessment procedures • Does it allow for candidates to use experience?

• Coaching philosophy addressed Do Activities Encourage Active Learning?

• Time on task in CORE coaching components • Lesson preparation

• Create positive learning environment • Group organisation

• Risk assessment

• Different coaching styles • Demonstration

• Prompt feedback on CORE components – Especially the HOW to coach? • Questioning

• Lesson evaluation • Communication / Instruction

• Does it integrate theory into practice? • Is the terminology appropriate / accurate – From perspective of different cultures – Is it coach friendly?

• Will the syllabus encourage the Tutor to challenge candidate coaches to appropriate standards? • Does the syllabus cater for different learning styles?

• Does the activities encourage co-operation with candidates? Any other comments?

Documents

This LEVEL 1€¦ · This LEVEL 1 guide is designed to: Provide a process for WSF tutors to train student / candidate coaches to coach squash to a recognised level of competency -