Coach Development Portfolio

BSc (Hons) Sports Science and

Coaching

SPO002-3: Coaching For

Performance

Carl Page (1008889)

University of Bedfordshire

Mr. D Pears

Coach Development Portfolio

In this assignment involves a record full of

materials which are related to my current

coaching activities, experiences and

achievements. In addition includes reflective

accounts using the recognised Gibb’s (1988) 6-

staged model of reflection; presenting an action

plan to which will answer in the same situation

what would I do next time. Also detail

descriptions of what happened along with my

thoughts and feelings of particular situations.

Therefore shall be able to evaluate what was

good and not so good. Finally this provides

process of analysis and conclusions for my

planned practice in a methodical approach.

I declare that this is my own work and should this declaration

be found to be untrue I acknowledge that I may be guilty of

committing an academic offence.

SPO002-3: Coaching For Performance

Carl Page (1008889) Page 1 BSc (Hons) Sports Science and Coaching

Contents

1. Training Needs Analysis

A completed training needs analysis for current year that needs to be

completed at the start of the year (April – March) .……………

Curriculum Vitae (related specifically to coaching) .…………..Page 7

SWOT Analysis…………………….……………………………..Page 9

2. Evidence of coaching practice hours – including reflection on action for

current year (April – March, minimum 60 hours, assisting/leading)

Coaching diary ……………………………………………………Page 17

Activity log of coaching experience for this year………………Page 17

Session plans/peer evaluations / self-evaluations …………...Page 20

3. Evidence of planning

3 detailed session plans from the current year that show clear evidence

of planning with explanation & justification of choices.…….. Page 21

4. Evidence of CPD – including reflection for the current year that links to

your Training Needs Analysis...……..…...…..………..…....………Page 32

NGB course materials…..………………………………………Page 38

NGB Certificates…..………………………………….…………Page 39

Other relevant course materials…..…………………...………Page 39

Observations / peer analysis / self-assessment...…...………Page 39

5. Reflection on yourself as a coach focusing on key areas of learning and

development this year.…..……………..…...………...……...………Page 40

6. Training Needs Analysis for next year…..………………...………Page 44

7. References…. …………………….…………………….…………..….Page 49

8. Appendices…………………….……………………………………….Page 54



Training Needs Analysis

A completed training needs analysis for current year that needs to be completed at the start of the year (April – March).

COACH ACTION PLAN – ‘PERSONAL DEVELOPMENT PLAN’

Coach Name: Carl Page Sport: Any as not specifically focused on one

sport.

Current Coaching Level Level 2 Award in Community Sports Leadership.

Mentor Names: Rosemary Saunders

Other Qualifications

St John Ambulance Basic First Aid Certificate (Valid until 15th February 2013) Level 2 CYQ

Certificate in Fitness Instructing (QCF), Boccia Official Level 1, Badminton Young Official Award.

GCE Advanced Level Information & Communication Technology (C), GCE Advanced Subsidiary

(first award 2001 Physical Education (C), GCSE English Literature (C), GCSE English Language

(C), GCSE Maths (C), GCSE Science (C), GCSE Art & Design (D), GCSE Design & Technology:

Resistant Materials (C), GCSE Information & Communication Technology (C), GCSE Physical

Education (C), BTEC First Certificate Sport (Merit).

1. What have you identified as your coaching goals for the next year?

Feedback

Discipline



Confidence

Please detail your current strengths: knowledge, attributes, skills and experience:

My life I have transitioned on each passing year, since from starting my GCSE’s to completing my A-levels I have developed key

knowledge, attributes, skills and experience needed for sport’s coaching. I have received awards in recognition of an outstanding

achievement in school and my voluntary work. As my awareness the body of rules, ideas, principles, and techniques that applies to

sport and recreation has increased too. Yet with the practise of the group of people I live in the same area with I share the ability to

guide, direct, or influence people to participate in safe and enjoyable environment. Also I am able to offer emergency medical

treatment for an individual who is injured. However I have the possession of passion and self-motivation to exceed because I

always look on brighter side of life.

Along with being capable and enjoy being part of a team; I am very much a team player but can also work independently. When the

need to consider others people’s action is a skill necessary within sport. The diverse range of sports I have participated in has

allowed me to develop an improved physical and psychological ability like to evaluate my performance and strive to improve in all

directions. Myself reflection to evaluate and analysing my strengths and weaknesses has helped me develop my own personal

skills further too. Besides I developed my skills in time management, personal presentation and health and safety. For instance

currently taking part in the Duke of Edinburgh Gold Award this is helping me develop further my team work and independent skills.



2. Achieving Coaching goals

Goal

What additional knowledge, quality & skills do you require to meet goal?

How do you think you will acquire the K, Q & S?

What support do you feel you need to achieve this?

By when? How will you measure your success?

1. Feedback

Demonstration

I will acquire the knowledge, qualities and skills required of this as it will be developed by assistance of my work placement with Corby Borough Council Sport Development department.

The support I feel need to achieve is through Sport Development Team who work for Corby Borough Council as they have more experience compared to me working with different ages and abilities within sport and hold the relevant qualifications to do the job.

21/04/2013

I will create a set of questions which are used to gather information in a survey to measure my success in offering feedback to the participants.

Listener

Observation

Honest

Knowledge of players

2. Discipline

Confidence Yet my learning of being firm but fair in any decisions as a coach I have to make. This can be

Whereas the support I feel need to achieve is by my mentors Dan Burns,

03/09/2013

Whilst to measure my success in using correct methods of teaching and

Knowledge of sport

Organised




3. What issues, if any, do you think you face in achieving your goals?

Coaching Goal

Potential Barriers How will you overcome them Actual Barriers faced (To be completed once goal is achieved)

Role model

grained through experience of being a Boccia Official which assists me to acquire the knowledge, qualities and skills required to improve further.

Matt Lambert and Nicola Bretherton as they will be able to offer advice and support of where and how to discipline the participants correctly.

enforcing acceptable patterns of behaviour to the participants is done by a formal statement that gives information about what has happened. This is done individually then collectively put together by the group of people I am coaching.

3. Confidence

Persistence While with the continuation Duke of Edinburgh Gold Award aids too. As well as going on training workshops such as presentation skills also equality and diversity can help me to acquire the knowledge, qualities and skills needed.

However the support I feel need to achieve is encouragement from the people on my course and participants I work with because of they can show the acceptable practice of play.

18/07/2013

Although measuring my success in confidence can be done by my use of verbal and nonverbal techniques when coaching to the participants is done by actually speaking to them listening to their views on the subject.

Motivator

Listener

Spontaneous

Demonstration



1. Feedback

Select participants could suffer from vision impairment.

Therefore to overpower this I must try different suitable approaches to reach the needs of all the different participants involved while I am coaching.

Some participants might experience from hearing impairments.

Subsequently to conquer this I should able to endure situations without becoming annoyed or upset when coaching the participants.

2. Discipline

Few participants may be inflicted with anger problems.

Yet here to defeat this it maybe sometimes necessary to speak to individual participants on a one to one basis so they have a better understanding of what is acceptable and what is required of them.

3. Confidence

My self-confidence in leading a session by myself.

Consequently to overcome this I must be able to be more assertive. As this will help you feel that you are in control, important and more worthy of respect and attention when coaching the participants.

Anxiety issues whenever as when speaking to others become very nervous, shy retiring type in a group.

As a result to beat this I ought to have encourage myself by willing to try new things and not to have a fear of making mistakes.

Signed Coach Signed Mentor / co-ordinator Date



Curriculum Vitae (related specifically to coaching)

Personal Summary

Carl Graham Page Sports Coach Coaching sport has always interested me and its impact in an ever changing society. As people become more sedentary this has had an impact on the health of individuals. Therefore, I hope to inspire the next generation through effective application of my knowledge within coaching and physical education. University of Bedfordshire 2012 – now, Pohill Campus Bedford. BSc (Hons) Sports Science and Coaching in progress. University of Bedfordshire 2010 – 2012, Tresham College Kettering. Foundation Degree in Sports Coaching passed. Corby Business Academy 2008 – 2010, Corby. A-Levels in Physical Education (Grade C), AS Physical Education (Grade C) and OCR Nationals Level 3 Information Communication Technology (Grade Merit equivalent to C). Redone GCSE English Language (C) Corby Community College 2003 – 2008, Corby. 9 GCSEs grades A-C including English, Mathematics and Science. 3 GCSEs graded D.

Employment

Management

Leadership Focus

Physiological Control

and Adaptation

Research Methods

Quantitative

Applied Sport

Psychology

Cases In Life Span,

Motor Development

And Impairment

Coaching For

Performance

Corby Borough Council Sport Development Shadowing Sports Development Officer http://www.corby.gov.uk/sportsdevelopment — Corby February 7th 2011 – February 18th 2011 &November 7th 2011 — November 13th 2011. Corby Borough Council works in partnership with other agencies and the local community to build a stronger, healthier and more active community. Sports Development aims to offer improved access and increased opportunities in Sport and Physical Activity to the whole community. The Learning Grid Rockingham Festival Mentor http://www.learninggrid.co.uk/rockingham/overview?s=6he14bxl2e7ehrg — Corby June 30th 2009 – July 2nd 2009. The Learning Grid's annual three day celebration of science, technology, engineering and maths (STEM). The Festival gives young people from 8 to 16 the chance to try a variety of hands-on activities and be inspired by real-life opportunities in science and engineering.

Career History

Academic

Areas of

Expertise

http://www.corby.gov.uk/sportsdevelopment

http://www.learninggrid.co.uk/rockingham/overview?s=6he14bxl2e7ehrg



Wates Manual Labourer - http://www.wates.co.uk/ — Corby August 11th 2008 – August 29th 2008. Wates Construction is one of the UK's leading building contractors focusing on education, commercial buildings and public sector frameworks across the UK through community based centres of excellence. Wates built the impressive Corby Business Academy building. BFK Design Associates Computer Design Operator - http://www.bfkdesign.co.uk/ — Corby 17th March 2007 – 31st March 2007. The award winning graphic design and marketing agency. Role: Leader Date: May 2011– Present Organisation: Corby Sport Dimensions Holiday Activity Camp Location: Corby Role: Coach Date: November 2012– Present Organisation: Corby Dodgeball Club Location: Corby 2013: Gaelic Athletic Association – Foundation Award (TBC). 2013: Boxercise Instructor 2012: England Handball Level 1 Certificate in Coaching 2012: Certificate of Coaching in Schools 2012: Sport Makers Certificate 2012: Tresham Student of the Year 2012 2012: Safeguarding & Child Protection Training Carl Page 2012: UKDBA Level 2 Coaching Certificate in Dodgeball 2012: IGNITE Child Protection Training certificate 2011: Boccia Young Official’s Award Handball 2011: Level 2 CYQ Certificate in Fitness Instructing (QCF) 2011: Certificate of Coaching FUNdamentals 2010: Community Sports Leadership Award (CSLA) Level 2 2010: St John Ambulance Basic First Aid 2008: Badminton Young Official Award (YOA). Rosemary Saunders – Founder/CEO Corby Sport Dimensions, School Holiday Activity Camps. Email address: [email protected] Telephone: 07954572394. Tom Drage Children and Young People’s Partnership Participation Worker Email: [email protected] Tel: 01604 362621 Dan Burns – Lecturer in Sport, Course Leader Foundation Degree in Sports Coaching. Email: [email protected] Tel: 01536 413165 50 Wheatley Avenue, Corby, Northamptonshire, NN17 1TF Tel: 01536 504513 Mobile: 07749 587386 Email address: [email protected] Driving license: Yes

Coaching Experience

References

Personal Details

Coaching Qualifications/Certifications

http://www.wates.co.uk/

http://www.bfkdesign.co.uk/

mailto:[email protected]





0

2

4

6

8

10Communication

Role model

Punctuality

Motivator

Listener

Observation

Knowledge of sport

Knowledge of…

Organised

DemonstrationEmpathy

Sympathy

Spontaneous

Feedback

Persistence

Confidence

Discipline

Fit

Honest

Team player

Coach’s Qualities

Presently

Benchmark


SWOT Analysis

There is a need to continually evaluate myself as sports practitioner though the

SWOT Analysis tool. This is based on the key coaching traits/desirable attributes

that is needed as a sports practitioner. Plus includes an action plan of ways in which

I can improve as a potential fitness coach for future development. Firstly Christie

(2011) believes that SWOT model which can be used easily and effectively to

analyse to someone’s own career planning. Also with a SWOT template this helps to

structurally examine my own strengths and weaknesses in addition to the

opportunities and the threats that I may face (Mind Tools Ltd, 2012). Consequently

this supports me to focus on my strengths, reduce my weaknesses and choose the

best advantage of opportunities which are offered too.

Furthermore the chart below shows my present and benchmark scores I have self-

assessed myself with regard to the numerous important coaching qualities.

Figure 1. My present coaching qualities of self-scores and the benchmarks which

have been self-regulated.



According to my Psychological Assessment report by Tim Long reported on 19th

September 2012 it evidenced that I have excellent verbal comprehension skills,

equally good cognitive processing and perceptual reasoning apart from problems

with working memory. These difficulties however did not affect my spelling but did

influence my reading tasks through pronunciation, and analysis and synthesis of the

words. There were significant hindrances when it came to my reading

comprehension and working memory, which appeared to interfere with performance,

and lowered my learning performances significantly. It is clear that I do indeed have

a learning profile compatible with a specific learning disability or dyslexia. It is

suggested that specific reading difficulties and writing difficulties are the key

concerns that stem from memory difficulties.

My Strengths

What are the positive aspects of me and my present position?

Firstly to pursue a career into the sports coaching industry will be importantly my

education. This is because I soon shall be graduating with a Bachelor of Science

honours in Sports Science and Coaching. This involved participating in various

sports workshops, training, conferences and development courses. The course

outline comprises of Applied Sport Psychology, Cases in Lifespan Motor

Development and Impairment, Coaching for Performance, Ergogenic Aids and

Sporting Performance and Dissertation.

Furthermore I have been on two work placements in the Sports Development field.

This involved working with Corby Borough Council’s Sport Development firstly

shadowing their Sport Development Officer which involved writing a reflective

account of the work placement with Corby Borough Council. As this piece included

relevant notes, observations and documentation created or received from the work

place, for example the hierarchy of staff, required previous experience, their shift

work strategy, Health and Safety guidance, code of conduct and child protection.



Also the frameworks around in which reflect are provided by the lawful and

constitutional frameworks, such as the business models, client experience, to the

resourcing and human relations. Consequently the reflective account took

collectively the theory and practice within the work place and provides the prospect

of exploring the efficiency of the employment situation with increased understanding.

Whereby then assumptions are made to discover the significant matters of being

employed, for instance the essential skills and individual traits required from the work

placement.

The other work placement involved assessing Corby Borough Council and their

Sport Development Department contribution to the development of the community

through provision of sport. This was done through identifying the relevant

management themes and critically evaluating, this piece of research explores

whether or not Corby Borough Council’s strategic management for the provision of

sport is meeting the needs of the local community? Finally this included evaluation of

the effectiveness of the management, of Corby Borough Council’s Sport

Development Department. Therefore from the two work placements has shown I am

flexible and willing to learn new skills. Also when assisting with the community

projects I shown respect to all participants no matter what their talents or abilities. As

a result were capable of working with a mixture of young and old people.

My Weaknesses

What are the negative aspects of me and my present position?

Whereas I sometimes need extra confidence in my abilities, since Oak (2012)

advises you need to be innovative enough to experiment. While Management

Advisory Service (UK) Ltd (2009) expresses successful management is the bond

between the coach and participants. Consequently I must be aware of offering

feedback on performance so can manage participant morale and welling being more

effectively.



A test shows that I am average bracket of thinking logically and analytically.

Consequently problem solving and thinking of ethics could possibly be challenging

as Rajeev (2012), recommends when having to take decisions and delegate

responsibilities without being biased. Similarly needing to be an effective

communicator to lead a group; being reasonable and understanding taking on board

everyone’s views of the subject concerned (Oak, 2012).

My Opportunities

What aspects of the present or foreseeable future situation could I use to my

advantage?

It is possible for me to continue and develop with the current qualifications I have

obtained through either education or attending workshops. Consequently this

enables me to progress into many diverse areas of the sports/fitness industry.

Likewise I have the chance to be able to study further from Bachelor of Science in

Sports Coaching to a Masters course or a PGCE Physical Education in Secondary

Education at the University of Bedfordshire see appendix 1.

Subsequently self-targets to improve further with opportunities to gain extra coaching

qualifications similarly in teaching. For example numerous work experience

prospects through being voluntary or being through paid positions. This may be

possible through a scholarship or internship being offered. Finally because of the

recent success from London 2012 Olympics and Paralympics Games this results in

more employment chances and the publicity that goes with sport within the United

Kingdom.

My Threats

What aspects of the present or foreseeable future may operate to my disadvantage?

However like so many other student graduates this makes the sport industry a more

competitive market to find a job and the current unemployment rate does help much

either. Therefore I maybe according to some lacking the necessary experience

needed, since I have not had much real life scenarios apart from the work

placements been on and own recent coaching experiences compared to others.



Besides the sustainability of the Olympics legacy, this could possibly be difficult to

continue after the changes being made to UK sport’s industry. This influence could

alter the attention placed on school sports and physical education presented to

children. Such as new sports being employed into the national curriculum for

instance aerobics and Boccia or the selling of sports fields to keep schools afloat.

Furthermore Kanade (2011) emphasizes I have to know how to control my

participants, since must identify the necessity for self- satisfaction offering praise of

everyone involved. Subsequently the main issue which can affects my opportunities

for employment as sports practitioner is time and money. As the time to find a

relevant job in the sport industry whereas the money needed to be able to travel to

arrive at these opportunities.

In conclusion this then will benefit me when in a coaching/fitness practitioner role

within the sports industry. The reasoning to why this occurs is that coach has to be

somebody who is responsible for planning and organising the session for a range of

participants of ages and abilities. Hence Rajeev (2012) recommends what makes a

good coach; they are a team player and logical attitude united with an athlete

centered position.

Therefore as the coach I will benefit supporting those individuals’ ambitions of their

personal goals and objectives consequently increasing levels of performance.

Additionally through both the SWOT analysis and the action plan it has helped to

emphasise particular capacities of my self-development. As through explaining in

detail how I can use my strengths I will then be able to further take advantage of the

opportunities offered to me. Also on discussing ways of overcoming my weaknesses

this will prevent me from taking advantage of the opportunities that are presented.



Coaching Action Plan

I currently have a good standard of education as in Year 3 BSc (Hons) Sports

Science and Coaching with University of Bedfordshire. For instance through my

study I have developed an understanding of the study of coaching and the coaching

process. Along with improving my understanding of elite stages as part the Long

Term Athlete Development (LTAD) model. Also I have developed an understanding

of those performers who aspire to be elite and their needs.

Furthermore learnt about the body and how it responds to exercise through focusing

on a basic knowledge of body structure (anatomy), function (physiology), metabolic

control (biochemistry) and the physical laws and principles underpinning movement

(mechanics). Likewise the basic cellular control mechanisms and the principle of

homestatic control. Whereas examined in detail the workings of the cardio-

respiratory, musculoskeletal, neural and endocrine systems. As well as being

introduced some basic biomechanical principles fundamental to understanding

movement. Similarly I have been made to know of to the physiological and

biomechanical methods used when measuring and analysing human performance.

Also I went to Corby Business Academy 2008 – 2010 for 6th form to study A-levels.

For example A-level in Physical Education gained a grade C. This was from studying

units; development plan, international study, progressive participation and life plan.

In addition to studying OCR Nationals Level 3 ICT received grade Merit which is

equivalent to a C. Though the units covered in this course were; Unit 1: Digital

Business Communication, Unit 2: Collaborative Working, Unit 3: Problem Solving,

Unit 4: Creating a digital showcase, Unit 5: Advanced spreadsheets and Unit 17:

Computer Games Production. In AS Physical Education I got marked as a grade C

and covered units; Personal Performance, Local study, National Study and

Performance Analysis. Nevertheless during 6th form I decided to retake GCSE

English Language and was able to attain a grade C in the course.

Nonetheless I currently only have a one National Governing Body Level 2 coaching

qualification and that is in the sport of Dodgeball. Subsequently I need more

qualifications for me to improve in my development and further up the coaching

pathway. Additionally I do have accreditation for a Level 1 coaching qualification in a



sport or equivalent for example in coaching Handball. However possess a Level 2

Award in Community Sports Leadership and a Level 2 CYQ Certificate in Fitness

Instructing (QCF). Importantly though hold an awareness of Child Protection as

understand that all governing bodies in sport have a lead in child protection and have

developed sport specific guidelines that need to be aware of before leading, teaching

and coaching. As a result the Every Child Matters Agenda was created this ensures

all children are safe and clubs have statutory duties and responsibilities to

safeguarding and protecting the children. Also I have looked at the key information

included within the SCUK Code of Practice for Sports Coaches.

Additionally I was First Aid trained since attended a St John Ambulance training

course for basic First Aid; yet my certificate is now out of date as was valid until 15th

February 2013. Whereas working with the Disabled / or equivalent trained I have

been recognised as a Boccia Young Official. Since during this course to I advanced

my own understanding of the game and now I am able to take charge of Boccia

games and lead Boccia based sessions. The other leisure qualifications I possess

are Sports Leaders: Level 2 Award in Community Sports Leadership. Also includes

the Badminton Young Officials Award, Boxercise Instructor and Coaching in Schools.

Therefore experienced regularly creating session plans to lead with the organising

and delivering of structured sessions and activities. As well as putting myself forward

to assist with coaching sessions for various abilities. Equally through my two work

placements with Corby Borough Council’s Sport Development department I have

worked with the Community in a sports setting. Also through regularly volunteering I

am always helping the community wherever I can participate into numerous projects.

Also I have the ability to work under own initiative for instance when having to

complete university assignments. Similarly have a positive approach to my personal

development is through my Continuing Professional Development (CPD). Along with

writing a personal SWOT Analysis, this demonstrates my own Strengths,

Weaknesses, Opportunities, and Threats for personal development. As well do a lot

of voluntary work around the county to share and expand my existing knowledge,

skills and qualities further. This is because I always give 110% effort and take pride

by taking every opportunity offered to me. For instance in my sports coaching degree



I always arrive on time for lectures and workshops in which willing to develop a

range of transferable skills, knowledge and qualities necessary to be a great coach.

Whereas through work placements with Corby Borough Council’s Sport

Development department, I shadowed sport development officers and helped with

the running of disabled sport in the local area. Also during my time at Kettering’s

Tresham College I assisted with Northamptonshire Sport coach to run football

sessions for the mentally disabled on their astro turf once a week. The same as with

the Boccia Young Officials qualification I can gain extra experience of working with

the disabled participants. Yet during my assessment of Level 2 CYQ Certificate in

Fitness Instructing (QCF) I had to provide and demonstrate my knowledge of Health

and Safety to pass the course. This was done within my Foundation Degree in

Sports Coaching during the lectures as covered aspects of Health and Safety. Also

during my volunteer coach placement with Corby Sport Dimensions Summer School

Holiday Activity Camp 2012 I was given the responsibility of handling cash

experience and administration when taking the register of those participating in the

day’s events. Still I am able to manage my own money effectively and efficiently too.

Whereas in lectures I have gained a better understanding of equal opportunities

through the Every Child Matters Agenda and the SCUK Code of Practice for Sports

Coaches. As through voluntarily attending the Children and Young People's

Partnership Northamptonshire (NCYPP) Area and Shadow Board Training Day and

one of the recruitment and selection training. Similarly another volunteer project I

took part in was the team building; this involved working with other young people for

some who have learning or physical disabilities. Nonetheless as a full time student I

am still able to be flexible and have the ability to work evenings, weekends and bank

holidays. For instance I have an in date passport, a driving license and currently own

a student rail card so can travel to work either in the United Kingdom or travel

abroad.



Evidence of coaching practice hours – including reflection on action for

current year (April – March, minimum 60 hours, assisting/leading)

Coaching diary & Activity log of coaching experience for this year

My volunteer coaching placement with Corby Sport Dimensions Summer Activity

Camp 2012 at Woodnewton School Monday 23rd July to Friday 3rd August 2012 and

again at Woodnewton School Monday July 20rd to Friday 31st August 2012 as seen

in appendix 2. In addition involves reflection of current continued coaching through

weekly Dodgeball sessions for children aged between five and thirteen at Corby

Dodgeball Club which has run since November 20th 2012 see appendix 3. This

coaching diary and activity log includes relevant notes, observations and

documentation created or received from the numerous coaching. For instance the

hierarchy of staff required previous experience, their shift work strategy, Health and

Safety guidance, and code of conduct and child protection. Consequently the

reflective account takes collectively the experiences, responsibilities, any challenges

faced; any areas that improved upon, anything would do differently finally anything to

take forward from other coaches.

My Responsibilities

The competencies been demonstrated in the delivery of Corby Sport Dimensions

Summer Activity Camp 2012 and Corby Dodgeball Club see Appendix 4. Firstly my

ability was being able to communicate effectively with the children and other staff of

the camp and club ensuring that they extracted the maximum benefit from their

experience. Yet my personal self-discipline to come in on time every day of the

camp and be on-duty amid to make certain that the children are following the

encouraging daily hour-by-hour timetable. Along with demonstrating the skill and

ability in taking authoritative contingency action as the need arose.

Furthermore show an understanding of the complexities of the camp involving

children at various ages. In addition to assisting in the delivery of the complex

program of timed and sequenced activities outdoors and indoors. Plus illustrate the

ability to work effectively as one of a large team working together towards a common

vision. Additionally not only taken responsibility for my own actions but more



importantly, shown the added determination to direct individual accomplishment

towards organisational objectives.

As well as I had exhibited a high standard of personal presentation to ensure I was

seen as an effective and enthusiastic ambassador for the camp. Plus by

demonstrating effectiveness in understanding and operating under a strict Health

and Safety regime ensuring that the children enjoyed a rewarding, educational and

fun time without any incidents occurring.

Challenges Faced

Whereas the challenges I had faced initially was a new environment having to

getting to know the children who were attending the sessions. Also demonstrate an

openness to be adaptable to fill the many job responsibilities as a young coach.

Furthermore being willing to try and succeed in unfamiliar situations to learn other

talents. For instance having the confidence to talk to customers as if any the

parents/children any problems I must keep calm and always be polite towards them

too. Also I have a better idea of how to deal better with children who have

challenging behavior yet sometimes need to know when to ask others for help.

Areas Improved

Nevertheless my reflection on the coaching experience I have improved in being

able to lead or assist with other coaches to a range of multi-sport sessions.

Therefore I have developed a range of transferable skills, knowledge and qualities

necessary to be a great coach. Especially when learning how to modify my activities

to reach the requests of the diverse skills and maturity of the group through suitable

developments as well.

Anything Do Differently

Subsequently I would do differently is be more persistent but not too forceful when

coaching certain movements or skills. As the complete movement of a skill is not

always going to occur straight away so must believe and be patient with whoever the

participant is and their ability level. Must be more enthusiastic in approach with

praise, yet do not overload with it as seems like sympathies with the participant.



Take Forward From Other Coaches

However from other coaches I will take forward is know how offer instruction and

reinforcement of how to discipline those participants who don’t follow the code of

conduct properly. Plus the backing I feel need to achieve is offering encouragement

to the participants I work with because of the emphasis shown for the acceptable

practice of play. Also from the other coaches they have more experience compared

to me working with different ages and abilities within sport to best to practice

continually where possible.

Conclusion

Consequently through my volunteer coaching with Corby Sport Dimensions Summer

Activity Camp 2012 and Corby Dodgeball Club I have improved my communication

skills to be more effective. Plus found myself listening to others people's opinions

either this be other coaches or feedback from participants of how I can develop

myself further as a coach and run better sessions. Likewise I have been able to

inspire more people to get involved to have fun when being an enthusiastic sports

camp ambassador.

As through this experience I have been developing as a coach by demonstrating a

greater knowledge of my training needs. Therefore coaching predominantly the sport

Dodgeball I have improved/gained additional knowledge, quality and skills to design

and deliver safe and supervised sessions that follow with the present National

Occupational Standards for coaching and the framework of the UK Dodgeball

Association (UKDBA) and in line with Long Term Athlete Development stages.



Session plans/peer evaluations / self-evaluations

Whenever coaching the sport Dodgeball session plans incorporates relevant

progressions and adaptations to each of the drills to increase the difficulty to the

participants age and ability. This follows the framework of the UK Dodgeball

Association (UKDBA) as see appendix 5 – 11 for the Dodgeball activity plan overall

aims for weeks 1-6 and the objectives for the individual session activity plans of

those weeks. In addition before any activity session is carried out a three page in-

depth risk assessment is also done in accordance to the UK Dodgeball Association

(UKDBA) this can been seen the appendix 12.

Please see appendix 13 of the written statement by Rosemary Saunders who had

witnessed my coaching ability of numerous activities which were run at Corby Sport

Dimensions, during the summer holidays. Similarly in appendix 14 gives evidence

from another coach using an observation instrument to measure my success in

coaching the sport Dodgeball at Corby Dodgeball Club. Also as part of my Level 1

Certificate in Coaching Handball I had to be peer assessed from another coach who

was participating on the course too. Consequently their comments can be viewed in

the appendix 15. Equally this was achieved through attaining my UKDBA Level 2

Coaching Certificate in Dodgeball in appendix 16.



Evidence of planning

3 detailed session plans from the current year that show clear evidence of

planning with explanation & justification of choices.

Currently following the framework of the UK Dodgeball Association (UKDBA) allows

coaches to present certificates of achievement to their participant’s dependent on the

skill level reached. Therefore Dodgeball bronze, silver and gold certificates of skills

achieved as seen in appendix 17.

Contingency Plans & Risk Assessment Form

Risk assessment is a method used for avoiding particular accidents and ill health by

assisting individuals to think about what could go wrong and techniques to prevent

dangers. The risk assessment is good practise and is a legal requirement (Health

and Safety Executive, 2013). Whereas contingency plans, deal with possible

problems as in case of emergency or state of affairs if it should occur.

While using the risk assessment sheets help you to identify the hazards in a specific

area. Once the hazards have been identified you need to see which people are

exposed to it. There can be up to five different people at risk and they are;

Employees, with numbers involved

Students

Members of the public

Visitors

Contractors

Next you can decide the level of risk from the hazard they come in three categories

with ratings;



Worst Outcome:

F = Fatality = 5

Maj = Major injury (as defined in the Reporting of Injuries, Diseases and Dangerous

Occurrences Regulations), or other permanent ill-health = 4

Min = Minor injury = 3

No inj = No personal injury at all = 0

Likelihood/Probability:

Fr = Frequently/likely, i.e. could occur repeatedly/an event which is only to be

expected = 5

Pr = Probable, you are not surprised if it happens – it might occur several times a

year = 4

Ps = Possible, could occur sometime = 3

R = Remote, unlikely, through conceivable = 2

U = Unlikely/impossible/so unlikely that probability is close to zero = 2

Score

This means you can decide:

a) Whether any further action is needed; and

b) What priority that action has.

A figure has been allocated to each of the “Worst Outcome” columns and each of the

“Likelihood/Probability” columns as shown above. The “Worst Outcome” figure is

then multiplied by the “Likelihood/Probability” figure to give a score.

Score Implications

The only purpose of the score is to give an indication of the degree of the risk. It may

indicate that the risk is insignificant; if so, the assessment need go no further at this



stage. Or it may indicate a significant risk and give some idea to the level of priority

which any remedial action should have.

Priorities

A score of 20 or above = Priority 1 (the risk is imminent and indicates that the activity

should cease until the risk has been eliminated or adequately controlled).

A score of 15 – 19 = Priority 2 (urgent action to eliminate risk or adequately control it,

is required).

A score of 9 – 14 = Priority 3 (action needed but not as urgently as Priority 2).

A score below 9 suggests a controlled or insignificant risk. However, risks with these

lower scores must be kept regularly under review to ensure that existing control

measures continue to be appropriate, and to be properly used.

Note that this scoring system is not a scientifically calculated estimation of risk. It is a

practical method of deciding whether action is required and if so, what priority that

action should within in this unit.

Why are they used?

Contingency plans with risk assessment sheets can highlight and resolve possible

hazards. After assessing the hazard whether it has got a high or a low rating,

precautions and controls must be taken to remove the hazards or, to reduce the

hazards to a suitable level. When putting precautions and controls in place, it assists

to minimise the risk of injuries/accidents. When the precautions and controls are in

place the risk rates of the hazards lower; then the rate of injuries/accidents

happening will be brought down too.

Examples

By having first aid kits in place at all times, if any injury/accident happens the person

can be treated quickly and the injury won’t be worsened. Here is an example from

my risk assessment sheet for a sports hall;


Activity / Premises Equipment

Hazard

Nu

mb

er

Identified Hazard

Em

plo

ye

es

P

art

icip

an

ts

Pu

bli

c

Vis

ito

rs

Co

ntr

ac

tors

Precautions and Controls

Wo

rst

Ou

tco

me

Lik

eli

ho

od

/Pro

bab

ilit

y

Pri

ori

ty

Ground conditions 1 Slips, trips and falls. √ √ √ √ √ Everyone has to wear appropriate clothing and footwear to minimize risk. Make sure that the sports hall cleaner is aware of which products to use on the sort of floor. Display signs saying floor may become/ is slippery. Place approved mats on the ground for safer landing and to lower chance of sliding. The surface has to be checked often and fixed as required.

Hazardous substances

2 The cleaning products, therefore people there’s a risk of skin problems, for instance dermatitis and eye harm, from straight contact with the cleaning chemicals. The vapour could bring about breathing issues.

√ √ √ √ √ The cleaning manufactured goods signed ‘irritant’ are swapped with weaker substitutes. The cleaners are educated to use the products carefully, e.g. by keeping to the instructions on the label. Water down correctly and in no way shift to an unharmed bottle. The cleaning manufactured goods should be stocked steadily.

People at Risk Risk Rate



Storage of equipment

3 People can possibly be injured by fallen down equipment.

The people are familiar with that they have to have permission and be cautious when collecting/storing equipment so that they don’t fall.

Electricity 4 There is a risk of electric jolts or scorch’s from the damaged equipment or installation.

√ √ √ √ √ Fix the installation properly set up by experienced electrician, and checked often. Safety plugs in all the sockets.

Fire 5 If blocked, might experience serious harm from the smoke lungful/ flames.

√ √ √ √ √ Must have visibly made known fire exits in case of emergency, fire extinguishers on hand, fire alarms, smoke detectors, emergency phone and explains where the fire assembly point is. Yet doing a fire risk assessment, any measures known as essential by the fire risk assessment is completed.

Projections from sports hall walls.

6 The drop down baskets, football goals and the sports hall splitting curtains.

Make certain the curtains are tightly held back and every extra projection which is fold up flat or detached from hall.

Equipment 7 If it’s in poor condition and therefore won’t be safe to use.

Equipment is inspected before the beginning of the session.

Jewellery 8 The jewellery worn getting stuck in someone or something.

Not taking a no for an answer by making sure all jewellery is taped over or removed before participating in activity.



Corby Dodgeball Club (Catching Session)

Aims & Learning Outcomes What will be learned and why it is useful. To learn a variety of catching techniques for the sport Dodgeball. LTAD 1 & 2 stages.

Equipment Needed Dodgeballs, flat small cones, dodgeball court tape, bibs, whistles.

Date: 27/11/2012 Coach Guide Leaner Guide Warm-Up Activities

Objectives (Specify skills/information that will be learned.)

To enhance the catching of a ball in an attempt to get an opposition player out in dodgeball. As by the end of the session all of the learners will be able to use “snatch” and/or the “tunnel” technique to catch a dodgeball.

Obtain the acceptable methods essential to catching the ball in dodgeball successfully.

Stuck in the mud – One person starts off as 'It'. When they catch someone, the person who was caught has to stop moving. Now, this person has to stay like that until another person who is still free crawls under their legs. When everyone is stuck, whoever was 'It', now isn't, and the last person to be caught is.

Information (Give and/or demonstrate necessary information)

It is possible to change the starting positions of where participants need to catch the ball. Including more opposing players to add pressure when needing to catch the ball.

Talented enough for catch the ball all areas of the court successfully.

Verification (Steps to check for leaner understanding)

Capable of trying out different ways of catching with the ball to get an opposing play out the game. Let the participants get better catching by learning about being ready and the placement of limbs needed to put into the perfect technique needed for a catch. Frequently ask participant questions and to demonstrate the skills learnt to rest of group.

Learning to be a great player by catching the ball in all parts of the court triumphantly. Know the difference between a “snatch” and the “tunnel” technique used to catch a dodgeball.

Cool-Down Activities From a jog around the court to walking pace to various static stretches upper and lower body.

Duration: 1 hour Age Range: 5-15 Venue: Corby Business Academy Sports Hall

Prepared By: Carl Page



Activity (Describe the independent activity to reinforce this lesson)

To enhance the catching of a ball in an attempt to get an opposition player out and return player from own team in dodgeball. Start with a game and only get someone out by catching. Next in pairs catching opposite one another shouting different technique.

Plan to get behind the ball when catching. Yet the technique of the catch is of importance too when aiming to get an opposing player out.

Summary

Encourage and support showing the right technique needed to catch the ball whenever an opponent throws a ball towards them. Praise when the participant when do something good and include their name for more reinforcement of practice.

Improve catching rates with the ball when defending opportunities arise against the opposing team and be able to convert them with various techniques that have been established.

Review/Evaluation (Key Points) More participants needed for better session; however each one enjoyed playing the games. Also more questions and answering to confirm understanding of what is being learnt. Therefore need to encourage more participants to join the club.



Corby Dodgeball Club (Dodging Session)

Aims & Learning Outcomes What will be learned and why it is useful. To learn a variety of dodging techniques for the sport dodgeball. LTAD 1 & 2 stages




To enhance the dodging of a ball in an attempt to get an opposition player out in dodgeball. As by the end of the session all of the learners will be able to use the “duck”, “dive”, “chest weave”, “jump”, and “matrix” technique to dodge a dodgeball

Obtain the acceptable methods essential to dodging the ball in dodgeball successfully.

Captain says


It is possible to change the starting positions of where participants need to dodge the ball. Including more opposing players to add pressure when needing to dodge the ball.

Talented enough for dodge the ball all areas of the court successfully.


Capable of trying out different ways of dodging with the ball stay in the game longer, increase chance of winning the game. Let the participants get better dodging by learning about being ready and the placement of limbs needed to put into the perfect technique needed for a dodge. Frequently ask participant questions and to demonstrate the skills learnt to rest of group.

Learning to be a great player by dodging the ball in all parts of the court triumphantly. Know the difference between the “duck”, “dive”, “chest weave”, “jump”, and “matrix” technique used to dodge a dodge ball.

Cool-Down Activities Form a train by linking all the children together.






To enhance the dodging of a ball in an attempt to get an opposition player out and return player from own team in dodgeball. Start with a game and only get someone out by dodging. Next in pair’s dodging opposite one another shouting different technique.

Plan to move away from the ball when dodging. Yet the technique of the chosen dodge is of importance too when aiming not to get out by an opposing player.

Summary

Encourage and support showing the right technique needed to dodge the ball whenever an opponent throws a ball towards them. Praise when the participant when do something good and include their name for more reinforcement of practice.

Improve dodging rates with the ball when defending opportunities arise against the opposing team and be able to convert them with various techniques that have been established.

Review/Evaluation (Key Points) Good session, yet try not to overload participants with all the dodging techniques at once. Consequently do separate drills and build up to incorporate all into a game to witness what participants remembered which techniques.



Corby Dodgeball Club (Throwing Session)

Aims & Learning Outcomes What will be learned and why it is useful. To learn a variety of throwing techniques for the sport dodgeball. LTAD 1 & 2 stages




To enhance the throwing of a ball in an attempt to get an opposition player out in dodgeball. As by the end of the session all of the learners will be able to use “chest”, the “claw” and “hook” technique to throw a dodgeball

Obtain the acceptable methods essential to throwing the ball in dodgeball successfully.

North, East, South West


It is possible to change the starting positions of where participants need to throw the ball. Including more opposing players to add pressure when needing to throw the ball.

Talented enough for throw the ball all areas of the court successfully.


Capable of trying out different ways of throwing with the ball with the aim of removing an opponent from the game. Let the participants get better throwing by learning about being ready and the placement of limbs needed to put into the perfect technique needed for a throw. Frequently ask participant questions and to demonstrate the skills learnt to rest of group.

Learning to be a great player by throwing the ball in all parts of the court triumphantly. Know the difference between a “chest”, the “claw” and “hook” technique used to throw a dodgeball.

Cool-Down Activities Sprint to collect one coloured cone, jog to collect other coloured cone and walk to final cones left and then do a range of static stretches upper and lower body.






To enhance the throwing of a ball in an attempt to get an opposition player out and return player from own team in dodgeball. Start with a game and only get someone out by throwing. Next in pairs throwing opposite one another shouting different technique.

Plan to get behind the ball when throwing. Yet the technique of the throw is of importance too when aiming to get an opposing player out.

Summary

Encourage and support showing the right technique needed to throw the ball whenever an opponent throws a ball towards them. Praise when the participant when do something good and include their name for more reinforcement of practice.

Improve throwing rates with the ball when defending opportunities arise against the opposing team and be able to convert them with various techniques that have been established.

Review/Evaluation (Key Points) Fun metaphors were used to great effect and as more participants were involved seemed to have more fun competing against each other. Also the older participants became a mentor role to the young ones setting the behaviour and helped assist correct movement. Nonetheless when doing games participants need to communicate more and work as a team better rather than being the individual who takes everyone on.



Evidence of CPD – including reflection for the current year that links to your Training Needs Analysis

The Continuing Professional Development (CPD) is an important piece of work as allows me to record my progress from attending

training courses, workshops, conferences, events, mentor coaching, etc. Therefore following the International Institute of Coaching

(2012) method to demonstrate my continued professional development, with regard to most recent experience, training, books, or

journal article read within the tables below as a reflective log.

Training

Date Type of Training

Title Length - no. of hours

Accredited - Y/N

Training Company

Presenter What did I learn?

1/04/2012 Workshop

Safeguarding & Child Protection Training

10-3pm Yes see appendix 18.

Corby Borough Council

Corby Borough Council Sports Development Team

I was able to learn to recognise potential signs of abuse. Plus capable of responding to concerns, for instance putting a policy and procedure in place. Similarly I am aware of the Vulnerability Matrices and how to use them.

15/07/2012

Sport National Governing Body Level 2 Qualification.

UKDBA Level 2 Coaching Certificate in Dodgeball

9-4pm Yes UK Dodgeball Association

Ben Hoyle Director of Sports Development UKDBA

The UKDBA Level 2 Coaching Certificate in Dodgeball was designed to enable myself who has some experience of Dodgeball to attain and develop the skills necessary to deliver a high quality experience to players of all ages.

6/12/2012 Workshop IGNITE Child Protection

7-9pm Yes see appendix

Northamptonshire Association of

Sue Cordwell

This enables me to know what to do when being worried if a



Training 19. Youth Clubs (NAYC)

child is being abused or is at a risk and the right steps to take. As can discuss the signs of abuse and how to respond appropriately. I now understand everyone’s responsibilities for children welfare.

08/12/2012

Sport National Governing Body Level 1 Qualification.

EHA Level1 Certificate in Coaching Handball

12-6pm Yes England Handball & Corby Borough Council

England Handball Tutor

The knowledge gained from this Certificate enables me to develop an understanding of safe, ethical and effective handball coaching. This could be a stepping stone for future and higher qualifications within handball. (appendix 20 and appendix 21).

19/12/2012 Annual National Symposium

UK Football… Back To The Future

10-5pm No World Football Academy (WFA)

Ryan McKnight Chief Executive – World Football Academy UK

The World Football Academy UK is passionately committed to increasing the volume and variety of best-practice in football periodisation, performance, psychology, analysis and conditioning within the game. Raymond Verheijen and a host of other top ‘football specific’ performance practitioners, players, managers and experts for a day of insight, networking, debate, philosophies and learning (appendix 22 and appendix 23).

13/01/2013 Workshop Gaelic 9.30am- Waiting for The Physical Ciara O The Foundation Award is the



Athletic Association - Foundation Award

5.00pm delivery of certificate.

Education Hub Brien Hertfordshire GAA Community Games Administrator

introductory award for coaches of Gaelic Games. The course was aimed at beginner coaches and will enable participants to assist a coach in the organisation of activities to develop hurling or football. The course is covered four key modules, as well as introductory and conclusion modules. These four modules were: Introduction to Games Skill Development Movement Skills Coaching Children, Youths and Adults in (appendix 24).

3/02/2013 One day intensive course

Boxercise Instructor Training Course

9.30am- 5.00pm

Yes as seen in appendix 23.

The Physical Education Hub

Andy Wake Course Director and The Boxercise Team

Learnt the fundamental techniques of boxing-fitness. These skills can then be used to teach classes or with 1-to-1 sessions as seen in appendix 25.



Articles

Date Article Title Publication Feedback

01/10/12

Long-Term Athlete Development: Trainability in Childhood and Adolescence. Windows of Opportunity. Optimal Trainability.

Victoria: National Coaching Institute British Columbia & Advanced Training and Performance Ltd.

LTAD Stages 2-5

08/10/12

Interpreting and Implementing the Long Term Athlete Development Model: English Swimming Coaches’ Views on the (Swimming).

International Journal of Sports Science & Coaching.

LTAD Stages 2-5 in accordance to swimming

22/10/2012 Talent Selection Criteria for Olympic Distance Triathlon.

Journal of Human Sport & Exercise

Warns a lot of the processes required for talent identification such as the time and investment needed.

22/10/2012

Talent identification and early development of elite water-polo players: a 2-year follow-up study.

Journal of Sports Sciences. Sport specialisation should occur and the young performer’s talent detection of chronological, biological and cognitive ages.

10/11/2012 She’s a Natural”: Identifying and Developing Athletic Talent.

Journal for the Education of the Gifted

Physical maturity by itself does not predict future talent; this bias to misinterpret early physical maturation for physical talent is equally further problematic.

15/11/2012

Eliminating the dichotomy between theory and practice in talent identification and development: considering the role of psychology.

Journal of Sports Sciences. Early identification of talented athletes is becoming an ever increasingly key significance.

22/10/2012

Measurement of talent in team handball: the questionable use of motor and physical tests.

Journal of Strength and Conditioning Research.

There are limited research papers which observed the success of a battery of motor tests in the separation concerning that of young performers who are talented and those who are less so.

22/10/2012 Season-Of-Birth Bias in association football.

Journal of Sports Sciences As mentioned before this selection bias is also noticed for age-category in team sports occurring because there is an importance of winning at any cost.



01/11/2012

Talent Identification and Development Programmes in Sport: Current Models and Future Directions.

Sports Medicine

The effectiveness of talent identification and development programmes; a multidimensional strategy along with establishing situation specific exercises when identifying talent in young performers.

01/11/2012 Talent Identification and Development in Soccer.

Journal of Sports Sciences.

Also added issues to that the assumptions about young talented male performers can be generalised to females. It is important to know sports scientists have the responsibility of collaborating with coaches, scouts and administrators as highlight key components of the talent identification and development process

08/11/2012 Talent identification and development in dance: A review of the literature.

Research in Dance Education

Talent is particularly tough to define and its identification may depend on intuitive judgements.

15/11/2012 Talent Development: A Guide For Sport.

Quest

When trying to identify and select young performers with potential from performance criteria; such as the screening influences of particular maturity stages and their previous performances. Importantly there is a need for a clear system to offer a philosophy that rationally pushes the purposes and the systems of talent identification.

18/11/2012 Scientific aspects of talent development.

International Journal of Physical Education.

Exposed the issues related with talent identification and forecasting future development through being best exemplified of the term ‘season-of-birth’.

28/11/2012 Why aren’t there more black football managers?

Ethnic & Racial Studies

The number of black and minority ethnic (BME) managers in English professional association football has been stable for nearly ten years: there are usually between two and four (out of a possible ninety two). Yet black players regularly make up more than a quarter of professional club squads. The reasons for this apparent under-representation are explored among 1,000 football fans, including players and ex-players, both white and BME.



Books

Date Book Title Book Author(s) Learning

01/10/12

Coaching for Long-Term Athlete Development: To Improve Participation and Performance in Sport.

Ian Stafford ScUK Coaching

The Training to Compete stage can be split into two so it can purely focus on those who are between 16 and 18 years like in women’s football.

12/11/2012 Sports Talent: How to Identify and Develop Outstanding Athletes.

Brown, J.

The author discovered talent even when it is present and accounted for does not always guarantee athletic excellence. Also advice of about objectively measuring individual’s sporting ability by the way of being patient with the late bloomer and avoiding burnout.

28/12/2012

Identifying Highly Talented Athletes: Conception and Design of an Expert System: Specific to Track and Field

Chun, J. Gives evidence for the possible difference involving young performers real age and their biological age

01/11/2012 In Pursuit of Excellence: A Student Guide to Elite Sports Development.

Hill, M. Acknowledges Australia and the UK are presently applying more scientific approaches in trying to identify sporting potential in the young performers.

12/11/2012 Motor Control, Learning and Development. Taylor & Francis: Oxon.

Utley, A. and Astill, S.

Guidelines with regard to assessing learning and performance, and any experiment examining learning should consider using transfer tests. They are essential seeing as the context, skill or both can be manipulated to make the task novel

12/11/2012

Gifted and Talented in the Early Years: Practical Activities for Children Aged 3 To 5.

Sutherland, M.

Picking those who are more physically mature can lead the other young performer reaching a plateau and they could drop off well before they have achieved anything great in their sport.

23/12/2012 Foundations of Sports Coaching.

Robinson, P.E.

Stage 4 of LTAD is all about the refining of skills and performance and the structuring of training to replace competition, together with the integration of sports science. Specifically, this author found that this stage involves the focusing on the tactics within competitive conditions so that sport-specific technical skills can be developed further.



28/01/13 Developing Sport Expertise. Routledge.

Farrow, D., Baker, J., MacMahon, C. Chapter 10 Damian Farrow and Markus Raab.

Decision making skill is the ability of a player to quickly and accurately select the correct option from a variety of alternatives that may appear before the ball is hit or kicked or an opponent moves. 7 stage model to illustrate the decision-making process. Expert decision makers have learned to progress through these stages very quickly and efficiently. Resulting in intuitive performance in the most complex of situations under high pressure. Pattern recognition and anticipation. Chunk – break down pieces of information into fewer, large chunks of information remembered and subsequently recalled to produce the required pattern. Experts can transfer this ability to recognise patterns of play to other team sports with similar structure of play compared to the less-skilled counterparts.

NGB course materials

Also in appendix 26 shows the Course Information Pack I had received while undertaking the Level 2 Head Coach Qualification for

the sport of Dodgeball. This is includes introduction to their qualifications, an introduction to their coaching pathway, introduction to

the level two qualification the qualification aims and objectives finally the qualification format. Similarly through doing a Level 1 to

coach Handball I received a booklet which contained the basic rules, introducing the game to beginners and improvisation

simplified rules of the game, ball handling skills, basic individual attacking techniques basic individual defending techniques, basic

techniques and tactics for goalkeeping finally the refereeing and requirements.



NGB Certificates

Whilst passing the level 2 qualification in coaching Dodgeball obtained the UKDBA

Level 2 Coaching Certificate in Dodgeball see appendix 27. Additionally after the

completion of another National Governing Body course I had received the EHA Level

1 Certificate in Coaching Handball in appendix 28.

Other relevant course materials

However from attending a Sport Makers event I went onto organising and helping at

out numerous local events. As a consequence of recording my 10 hours I was then

recognised as officially a Sport Maker, along with through getting sent a personal

message of thanks from Sir Steve Redgrave and my own personal certificate which

can be seen in appendix 29.

Observations / peer analysis / self-assessment

Furthermore during my time at Tresham College of Further and Higher Education,

Kettering campus studying my Foundation Degree in Sports Coaching I had been

awarded the Tresham Student of The Year 2012 (appendix 30). Along with while

coaching at Corby Sport Dimensions, summer camp 2012 I was also presented a

certification of appreciation (Appendix 31). Whereas in appendix 32 show my

voluntary commitment to the Shadow Board I have made with recognition of

completing 50 hours. As well as my involvement in the work of The Children &

Young People’s Partnership this is presented in appendix 33 as a written testimony.

Although as part of my Handball qualification a piece of self-reflection of my thoughts

of what went well and what could have been improved from the practical assessment

side. This involved running a ten minute session with relevant drills and progressions

that is on the set theme of interception which can be viewed more in appendix 34.

Whereas for the period of my Boxercise Assessment phase includes the markings by

the internal verifier who judged my own Boxercise ability out of 10 on the relevant

sections and made additional feedback where necessary to improve further as seen

in appendix 35.



Reflection on yourself as a coach focusing on key areas of learning and

development this year.

Firstly I believe that as a coach I have gained experience from gaining the

appropriate qualifications and relevant training needed to improve as a coach. This is

because through learning to communicate effectively with the participants by using

various verbal and non-verbal methods to get the message across efficiently when

conducting a session as seen in table 1. below.

Verbal Non-Verbal

Explain what to do Demonstration

Guidance Manual guidance

Tips on techniques White boards

Feedback Whistles

Reinforcements Video evidence – perfect model for feedback

Vicarious experience Reinforcements

Depth of explanation depends on ability and age of group or individual.

Vicarious experience

Q&A Sign language

Voice projection Body language

Instructions Eye contact

Tone of voice Pictures

One to One

Volume, clear, clarity, language and terms used.

Plus when coaches are working with children it is important that they need to make

the sporting activities fun and pleasant as possible. This is achievable by being a

good example valuing participant as a person and regarding them as an individual.

Furthermore the coach should wear appropriate clothing and footwear. Along with

the responsibility to abide health and safety regulations as through use of risk

assessments safeguarding the location and all equipment used is not faulty and

stored safely away.

Likewise possessing a great attitude/behaviour so those involved must not feel

uncomfortable. Moreover I should never over train the participants as not place

success before their safety. The coach’s duty is to correctly teach the right

technique/skill so if taught wrongly the way the action or movement is done wrong; it

could cause an injury to the participant. Similarly when explaining how to get the

Table 1. Verbal & Non-Verbal Communication Methods



body warmed up and ready for the main activity and cooling down properly so lactic

acid will not build up and cause painful cramp as stiffness of the muscle(s).

Whilst the coaching process cycle Table 2. has three phases as the final phase is

used for when evaluating as takes into consideration how it went, what experiences I

discovered, how these would influence the planning of my upcoming session(s).

Plan/Preparation Delivery Evaluation

Health and Safety risk assessment

Warm up Review of entire session

Targets, aims and objectives Main Activity Question and Answers

Facilities Cool Down Feedback from people observing.

Equipment Meeting Objectives Comments

Number of people Willing to change/adapt session

Constructive feedback

Ability of people Verbal and non-verbal communication

Parents, other learners, external verifiers.

Record Demonstrations Quality Assurance

Previous session/experience Discipline Reflection, feedback from other coaches.

Verbal & Non verbal Health and Safety Progress for next session

Alternative, change session. Knowledge of sport, rules and tactics

What went well, what didn't go too well.

Time management Observing everyone Self-assessment.

Season, off season and in season.

Communicate effectively Record how many people took part, compare to previous sessions.

Planning is a useful method for a coach as it is doing something that is worked out in

advance. Therefore the process of making something better or of becoming better

for example the risk assessment is written before an activity has taken place for

determining the likelihood that a specified negative event will occur. Also learned to

make a change or addition that makes something better to reach the specific aims

and objectives are stated at the beginning of each session. This allowed various

progressions which were incorporated to further challenge the participants.

Table 2. The 3 Stage Coaching Process.



Furthermore expanding of the justification of choices saying why I am using certain

equipment and doing particular drills, explain how they are going to benefit the

participant. For instance make more links involving LTAD, skill development, why

should do progression and increasing difficulty. Consequently these aids in the

rationale of each specific/ detailed drills being used in the activity because it takes

into account the participants age, ability and appropriate equipment used. Finally I

had chosen particular venues over others due to safety. Also using numerous

learning/teaching styles whenever coaching a range of participants with different

needs.

As a coach I have been able to gain knowledge of coaching from own coaching

experience. This then helps to improve my pedagogic skills since can evaluate

particular things in session run and reflect upon them so that conclusions can be

drawn about how I could progress my own performance as coach further (Oxford

Dictionary of Education, 2012). Therefore my portfolio of practice includes pieces of

reflection after each session; this reflection links to particular situations in my session

where I feel that I have discovered something which is valuable to my practice and

for future career development as a sports coach. Researchers have discovered

different models of reflection which assist in guiding practitioners through reflective

practice. However the most recognised model of reflection is Gibbs (1988) six stage

model of reflection as seen in Figure 1. below.

Figure 1. Adaptation of Gibb’s (1988) 6-staged model of Reflection



Hence through using the 6 stage model helps to analyse my sessions and discover

what I would do differently if had to do the session again. Thus understand how this

then can develop/improve my knowledge too. So through describing my thoughts

and feelings of the session to give some background information from the

experience. Whereas the reflection side then looks at my actions and how motivation

caused this, hence will then decide if these were either internal or external factors.

Consquently evaluatation of my actions and be able to have additional approaches

for reflection. Since I will finally learn from the past experience and know how to

consider the impact it will have on my future experiences when having to provide

encouragement to others in sports coaching environment.

Similarly Kolb (1984) The Kolb Cycle it includes four distinctive stages of learning

from experience and these are able to be inserted at whichever point. Yet each of

the stages have to be developed in a sequence this is so that successful learning

can occur to restart the cycle effectvely. On the contrary Johns’ model for structured

reflection (1994) invlolves a list of key questions which help to influence the analysis

of the coaching experience. Consequently I believe that as a coach I need to have

further experience in different roles, responsibilities, qualities and skills to become an

excellent coach. This coaching experience comes from being actively involved, from

training sessions to competitive activities. Since this is done with groups of people

or individuals varying ages and abilities. So in moments of time this guides me into

an enhancing knowledge or skills. Therefore I will now have a better broad-spectrum

of understanding by having acquired range of principles, facts, ideas and information

through the line of work either paid or voluntary.




Training Needs Analysis for next year

COACH ACTION PLAN – ‘PERSONAL DEVELOPMENT PLAN

Coach Name: Carl Page Sport: All sports

Current Coaching Level

UKDBA Level 2 Coaching Certificate in Dodgeball, EHA Level1 Certificate in Coaching Handball, Level 2 Award in Community Sports Leadership, Level 2 CYQ Certificate in Fitness Instructing (QCF), Boxercise Instructor, Boccia Young Official’s Award, Badminton Young Official Award (YOA). Level 1 Dodgeball Junior Referee. Gaelic Athletic Association – Foundation Award (TBC).

Mentor Names: Rosemary Saunders

Other Qualifications

St John Ambulance Basic First Aid Certificate (Valid until 15th February 2013) GCSE English Literature (C), GCSE English Language (C), GCSE Maths (C), GCSE Science (C), GCSE Art & Design (D), GCSE Design & Technology: Resistant Materials (C), GCSE Information & Communication Technology (C), GCSE Physical Education (C), BTEC First Certificate Sport (Merit). GCE Advanced Level Information & Communication Technology (C), GCE Advanced Subsidiary (first award 2001 Physical Education (C) University of Bedfordshire Sports Coaching FdSc (Pass)

1. What have you identified as your coaching goals for the next year?

Discipline


Listener


Please detail your current strengths: knowledge, attributes, skills and

experience:

I have been involved in all types of sports from a young age. I have represented my

region in Judo for 3 years, been a cross country runner representing my school and

district. This year I joined a local hockey club since I enjoy being part of a team; I am

very much a team player but can also work independently. The diverse range of

sports has allowed me to develop an improved my physical and mental ability. For

instance evaluating my own performance and strive to improve on all levels.

Meanwhile, I like to engage myself in coaching/teaching opportunities both within

and outside the university whenever an opportunity arises. During my Community

Sports Leadership Award and sports day activities I have supported Key Stage Two

and Three. Through initial supervising experiences of a new academy; good

structure of departments with clear communication process. Consequently I shall

soon be able to compare standards with a school which was placed in special

measures. My BSc (Hons) Sports Science and Coaching has allowed me to develop

a range of transferable skills. The knowledge, skills and qualities gained such as

reflective practise will help me massively in the future. Thereby this enhances my

own personal skills both practically and mentally. While considering other people's

actions is a skill necessary within sports but will also be needed when studying at a

higher level.

Corby Borough Council Sports Development Department from February 7th 2011 to

February 18th 2011 & November 7th 2011 — November 13th 2011. Firstly I learnt to

increase productivity as would come from taking a team approach to advising clients

on the right investing strategies. The work placement also helped me to get better

understanding the resource management of physical (material), financial (fiscal) and

human too. Whilst meeting needs of a diverse community with quality factors such

as client experience and customer care. Finally, recognised how regular goal

settings worked with methods of exposure which in turn helps business to adapt over

a period of time.




Secondly I have volunteered as a Young Leader at Corby Sport Dimensions Holiday Activity Camp since May 2011. Primarily

improved my communication skills to be more effective, along with being able to listen to others people’s opinions, and how I can

develop myself further as a coach. Likewise inspiring people to get involved to have fun and being an enthusiastic sports camp

ambassador. As through this experience I have been developing as a coach by demonstrating a greater knowledge of my training

needs. Therefore, improved/gained additional knowledge, quality and skills to design and deliver safe and supervised sessions that

follow with the present National Occupational Standards for coaching.

2. Achieving Coaching goals

Goal

What additional knowledge, quality & skills do you require to meet goal?

How do you think you will acquire the K, Q & S?

What support do you feel you need to achieve this?

By when? How will you measure your success?

1. Discipline

Confidence Yet my learning of being firm but fair in any decisions as a coach I have to make. This can be grained through an Understanding Challenging behaviour training course which will assist me to acquire the knowledge, qualities and skills required to improve further.

Whereas the support I feel need to achieve is by my mentors David Pears and Rosemary Saunders as they will be able to offer advice and support of where and how to discipline the participants correctly.

04/12/2013

Whilst to measure my success in using correct methods of teaching and enforcing acceptable patterns of behaviour to the participants is done by a formal statement that gives information about what has happened. This is done individually then

Knowledge of sport

Organised


Role model


collectively put together by the group of people I am coaching.

2. Knowledge of players

Persistence

I will acquire the knowledge, qualities and skills required of this as it will be developed by assistance of my coaching at Corby Dodgeball Club and Corby Sport Dimensions.

The support I feel need to achieve is through more experience in working with different ages and abilities within sport to understand how players react in certain situations.

23/03/2014

Motivator

Confidence

Spontaneous

Demonstration

3. Listener

Demonstration

While with the continuation of coaching workshops, other courses can help me to acquire the knowledge, qualities and skills needed to be a good listener.

However the support I feel need to achieve is encouragement participants and my mentors I work with because of they can share ideas for training and competitions.

06/02/2014

Although measuring my success in listening to others involved directly and indirectly can be done by the use of written and non-written techniques when coaching to the participants is done by actually speaking to them listening to their views on the subject.

Feedback

Observation

Honest



3. What issues, if any, do you think you face in achieving your goals?

Coaching Goal Potential Barriers How will you overcome them Actual Barriers faced (To be completed once goal is achieved)

1. Discipline Few participants may be inflicted with anger problems.

Yet here to defeat this it maybe sometimes necessary to speak to individual participants on a one to one basis to they have a better understanding of what is acceptable and what is required of them.

2. Knowledge of players

I might be unaware of specifically some participants having hidden mental problems which influence their performance.

Therefore to overpower this I must try different suitable approaches to reach the needs of all the different participants involved while I am coaching.

3. Listener

Short term memory problems whenever those in a group or individually offer information to aid my coaching further.

As a result to beat this I ought to be willing to ask everyone involved their views on particular topics and not to have a fear of thinking that they no nothing. Also possible record their comments through a Dictaphone or written form on paper.

Signed Coach Signed Mentor / co-ordinator Date



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Appendices

Appendix 1. University Of Bedfordshire Postgraduate Courses

Appendix 2. Corby Sport Dimensions Activity Day Camp Leaflet

Appendix 3. Corby Dodgeball Club Leaflet

Appendix 4. Dodgeball Register 1 & Dodgeball Register 2

Appendix 5. Dodgeball Activity Planner Weeks 1-6

Appendix 6. Dodgeball Activity Planner Weeks 1






Appendix 12. Dodgeball Risk Assessment Form (pages1-3)

Appendix 13. Carl Page Testimony CSD by Rosemary Saunders (Founder/CEO

Corby Sport Dimensions, School Holiday Activity Camps.)

Appendix 14. Coaching Observation Instrument

Appendix 15. Handball Peer Assessment

Appendix 16. Dodgeball Peer Assessment

Appendix 17. UK Dodgeball Association (UKDBA) Skills level certificates bronze,

silver and gold.

Appendix 18. Safeguarding & Child Protection Training certificate of accreditation.

Appendix 19. IGNITE Child Protection Training certificate (Carl Page) Front & Back

Appendix 20. Handball level 1 coaching qualification (Publisher file)

Appendix 21. Handball letter confirmation

Appendix 22. WFA-UK ad symposium 2012

Appendix 23. WFA UK Schedule

Appendix 24. Gaelic Athletic

Appendix 25. Boxercise Certificate and Boxercise ID card, box feb 2012

Appendix 26.UKDBA Level 2 Coach Information Pack

Appendix 27. UKDBA Level 2 Coaching Certificate in Dodgeball

Appendix 28. EHA Level 1 Certificate in Coaching Handball

Appendix 29. Sport Makers Certificate

Appendix 30. Tresham Student of The Year 2012

Appendix 31. Certification of Appreciation Corby Sport Dimensions 2012



Appendix 32. Shadow Board 50 hours Certificate 2012

Appendix 33. Testimony for Carl Page’s involvement in the work of The Children &

Young People’s Partnership

Appendix 34. Handball self-reflection Assessment

Appendix 35. Boxercise Assessment sheet


Coach Development Portfolio

Documents

Transcript of Coach Development Portfolio