NCCP Instruction Beginner

1. NCCP Instruction Beginner CanSkate Coach Training

2. Welcome Learning Facilitator: Contact information:

3. Agenda Day 1 • Theory of coaching • On-ice assessment and basic concepts Day 2 • CanSkate – Preparation and understanding • On ice – Circuits and progressions Day 3 • CanSkate in action • Ethics • On ice – CanSkate Live

4. Our Sport System Rationale • As coaches we need to understand the system we are in Objective • To develop awareness of the NCCP, LTAD and Skate Canada structures for better understanding and knowledge Process • Presentation and discussion

5. Skate Canada Core Values • Excellence • Accountability • Collaboration • Adaptability • Innovation

6. Core Value of Coaching

7. Skate Canada Coaching System Overview (ISPC) (ISPC)

9. NSO and Skate Canada

10. LTAD & CanSkate • Long-Term Athlete Development (LTAD) model is a guide or road map • Assists in making the best decisions in the interest of athlete development within our sport • Document found on Skate Canada website

12. CanSkate

13. LTAD and CanSkate Fast Track • Skaters focus onspeed, acceleration, stride length, etc. Choreographed warm-up and cool-down • Dynamic and static stretching (while moving) exercises to train suppleness/flexibility Skill progression and repetition • Introduces quality basic skating skills

14. LTAD and CanSkate Increased skill repetition • Skills repeated at various stages • Higher stage = higher assessment standards Circuits allow for gradual progressions and continuous repetition • More practice = faster acquisition and higher quality skills

15. LTAD and CanSkate Greater focus on the basics in the early stages • Creates a strong foundation Sport specific skills introduced later • More easily acquired due to strong foundation of basics

16. Quick Quiz • Q: How many stages are there in Skate Canada’s LTAD model? • Q: What strategies in the CanSkate program increase movement on the ice?

17. Functions of a Coach Rationale • Being an effective coach promotes learning Objective • To introduce participants to the functions of a coach in the field or workplace Process • Small-group tasks and debrief

18. The “Ideal” Coach Draw a picture of the ideal coach • Include a minimum of 20 characteristics

19. Functions of a Coach

20. Continuous Education Program (CEP) • Two year cycle • Credits accumulated through participating in various educational opportunities • Forms and information on Members Only • Gold, silver, bronze status • Mandatory participation for coach registration of 5 credits • Effective for registration for 2014 season • Status level tied to coaching fee

21. ACTION CARD I will START…. I will CONTINUE…. I will STOP….

22. Communication Rationale • Effective communication is key to good coaching Objective • To develop awareness of how we communicate and introduce strategies for better communication Process • Individual and partner work, debrief

23. Key Assumptions • Creating your own unique map of the world • Communication must be adapted • Rapport – meeting people at their unique maps of the world • The message needs to be delivered differently for different people

24. How We Think

25. Rapport • The process of being responsive to the other person • Goal– to be able to establish rapport with anyone at anytime • Awareness • Practice

26. Partner Communication Exercise Exercise: • Discuss what your greatest challenges will be as you become a coach • Ask your partner if he/she can remember the five Core Competencies of NCCP • Find examples of how they will impact your coaching

27. Effective Forms of Communication 55% Non Verbal/Physical • Posture, gesture, facial expression, blinking, breathing 38% Voice • Tone, tempo, timbre, volume and content chunks 7% Words • Predicates, key words, common experiences and associations

29. ACTION CARD I will START…. I will CONTINUE…. I will STOP….

30. Teaching and LearningPart One Rationale • Understanding the learning process will enable coaches to teach more effectively Objective • To learn the different aspects of learning and effective teaching strategies Process • Small-group tasks and debrief

31. Teaching and Learning What is the definition of learning?

32. Dimensions of Learning • Motor • Execution of skills, techniques • What the skater can do • Cognitive • Acquisition of knowledge, technical, tactical or strategic • What the skater knows • Affective • Learning from attitudes, values and ethical behaviour • Linked to self-esteem of the skater • What the skater feels about something

33. Teaching and Learning Group activity: Teach a skill

34. Summary of Phases of Learning Three Phases of Learning: Comprehension AcquisitionRetention

35. Factors That Affect Learning • Fill in as many answers as possible in the workbook regarding the factors that affect learning • Exchange with another group and complete how the coach can influence the outcome

36. ACTION CARD I will START…. I will CONTINUE…. I will STOP….

37. Lunch Break • Refuel, Rehydrate…Recharge!

38. Teaching and LearningPart Two Rationale • Understanding the learning process will enable coaches to teach more effectively Objective • To learn the different aspects of learning and effective teaching strategies Process • Small-group tasks and debrief

39. How Do We learn? • Visual • Demonstrations • Videos • Auditory • Explanations • Repeat back to coach • Kinesthetic • Need to feel the action/movement • Walk-throughs

40. Teaching New Skills • Discuss in groups the process you would follow to teach a young child one of these tasks: • Write his/her name • Tie his/her shoe laces • Sing “Twinkle, Twinkle Little Star” • Ride a bike

41. Progressions • Breaking down skills into smaller steps • Advanced skills may build on already learned skills • Identify what is “new” about the skill to help create effective steps

42. General Principles for Developing Teaching Progressions • Forward then backward • Stationary then moving • Slowly then with speed • Two feet, combination, one foot • Assisted then unassisted

43. General Principles for Developing Teaching Progressions • Straight line then curve • One direction then opposite • Isolate arms and legs then combine • Simple movements then add complexity

44. Demonstration is Key! • Most prominent method of learning is visual • Good demonstrations : • Are essential for developing correct model • Emphasize/exaggerate key points • Who will be doing most of the demonstrating at the CanSkate level?

45. ACTION CARD I will START…. I will CONTINUE…. I will STOP….

46. Biomechanical Principles Rationale • Coaches need to know the biomechanical principles to teach and correct Objective • To learn the different biomechanical principles and how to apply them to skill analysis Process • Small-group tasks and debrief

47. Biomechanical Principles • Summation of joint forces • Continuity of joint forces • Direction of force application

48. Biomechanical Principles Which of the three biomechanical principals are present in your group’s fundamental skill area? • Prepare to share!

49. Balance on the Blade

50. ACTION CARD I will START…. I will CONTINUE…. I will STOP….