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INCLUSIVE COACHING. CHANGE IT GUIDELINES. AIM. Identifying and managing difference within a team environment CHANGE IT – Tools had to modify coaching activities Managing players with a disability Identifying and understanding what motivates players

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Inclusive coaching

INCLUSIVE COACHING

CHANGE IT GUIDELINES


AIM

Identifying and managing difference within a team environment

CHANGE IT – Tools had to modify coaching activities

Managing players with a disability

Identifying and understanding what motivates players

Be aware of environment; physical ability; intellect and background of your players



Managing team differences1
MANAGING TEAM DIFFERENCES

Varying ages

Varying abilities

Varying learning styles

Varying reasons for being involved in sport


Change it
CHANGE IT

C– Coaching style – demonstrate – verbal – role models

H – How to score or win

A –Area size and shape or surface of playing environment

N – Number of participants involved in the activity


Change it1
CHANGE IT

G – Games and rules e.g. how many passes before you can shoot

E – Equipment – using different shaped balls

I – Inclusion – everyone must touch the ball before the goal is scored

T - Time – making scenarios and must score within 20 seconds


Disabilities
DISABILITIES

Focus is on ability NOT disability

Ask the participant what they are capable of – listen to their suggestions

Be prepared to modify or adapt your program

Discuss with the parent/guardian the abilities

Talk to other coaches who have experience with coaching people with disabilities


Disabilities1
DISABILITIES

IMPORTANT

  • ASSESS THE PLAYER BY – HOW WHAT OR CAN

    • See

    • Hear

    • Move

    • Learn; Recall; Reproduce

    • Perform tasks and activities


Why participating
WHY PARTICIPATING

  • It is crucial for the coach to understand why the player is participating

    • Social

      • May need to change groupings for activities

      • May need to allow time for chat at start of training build into session

      • May need to separate players at various stages as may become disruptive or some players may work well together


Teenage self image
TEENAGE SELF IMAGE

  • Teenage girls drop out of sport in large numbers

  • How do we keep these girls in our sport?

    • Self Image

    • Peer Approval

    • Need to boost the participant’s self-esteem

    • Carefully selected groups takes pressure off especially when delivering new skills


Coaches be aware
COACHES BE AWARE

  • Environment

    • see and hear you

    • any distractions – background

  • Physical

    • good vision

    • good hearing


Coaches be aware1
COACHES BE AWARE

  • Intellectual

    • players do they understand what you are saying

    • identify their attention span

  • Background

    • do they speak English

    • ensure you do not use terminology they do not understand

    • cultural specific considerations


Summary
SUMMARY

  • Understand all players will be different and they are individuals

  • Keep in mind CHANGE IT as a tool to identify and modify activity

  • How to manage people with disability

  • Remember what motivates players

  • Be aware of environment; physical ability; intellect and background of your players


Remember
REMEMBER

“Part therapist, part consultant, part motivational expert, part professional organiser, part friend, part nag.”


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