Nccp instruction beginner
This presentation is the property of its rightful owner.
Sponsored Links
1 / 147

NCCP Instruction Beginner PowerPoint PPT Presentation


  • 64 Views
  • Uploaded on
  • Presentation posted in: General

NCCP Instruction Beginner. CanSkate Coach Training. Welcome. Learning Facilitator: Contact information:. 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

Download Presentation

NCCP Instruction Beginner

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


NCCP Instruction Beginner

CanSkate Coach Training


Welcome

Learning Facilitator:

Contact information:


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


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


Skate Canada Core Values

  • Excellence

  • Accountability

  • Collaboration

  • Adaptability

  • Innovation


Core Value of Coaching


Skate Canada Coaching System Overview

(ISPC)

(ISPC)


NSO and Skate Canada


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


CanSkate


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


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


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


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?


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


The “Ideal” Coach

Draw a picture of the ideal coach

  • Include a minimum of 20 characteristics


Functions of a Coach


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


ACTION CARD

I will START….

I will CONTINUE….

I will STOP….


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


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


How We Think


Rapport

  • The process of being responsive to the other person

  • Goal– to be able to establish rapport with anyone at anytime

    • Awareness

    • Practice


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


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


  • ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    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


    Teaching and Learning

    What is the definition of learning?


    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


    Teaching and Learning

    Group activity: Teach a skill


    Summary of Phases of Learning

    Three Phases of Learning:

    Comprehension AcquisitionRetention


    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


    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    Lunch Break

    • Refuel, Rehydrate…Recharge!


    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


    How Do We learn?

    • Visual

      • Demonstrations

      • Videos

    • Auditory

      • Explanations

      • Repeat back to coach

    • Kinesthetic

      • Need to feel the action/movement

      • Walk-throughs


    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


    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


    General Principles for Developing Teaching Progressions

    • Forward then backward

    • Stationary then moving

    • Slowly then with speed

    • Two feet, combination, one foot

    • Assisted then unassisted


    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


    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?


    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    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


    Biomechanical Principles

    • Summation of joint forces

    • Continuity of joint forces

    • Direction of force application


    Biomechanical Principles

    Which of the three biomechanical principals are present in your group’s fundamental skill area?

    • Prepare to share!


    Balance on the Blade


    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    CanSkate

    Rationale

    • Coaches need to be very familiar with the CanSkate program

      Objective

    • To learn the philosophies and format of the reward system and teaching premise

      Process

    • Small-group tasks and debrief


    CanSkate

    What is it?

    • Skate Canada’s flagship “Learn to Skate” program for all ice sports

    • Very important program for club stability & growth

      How old is it?

    • 1965 to 1984 NST program (National Skating Tests)

    • 1985 beginning of CanSkate (revised in 1998 and 2012)

      Who can offer it?

    • Only Skate Canada clubs

      Who can teach it?

    • Only Skate Canada coaches who have been trained on the 2012 revisions

      • Existing coaches have until September 2014 to become updated


    CanSkate Philosophies

    • Allow the body to move naturally

    • Skaters learn best when they move

    • Muscle has memory

    • People learn more when they are having fun!


    Fact Finding Mission


    Fact Finding Mission

    • How many stages are there in the CanSkate program?

    • How many ribbons are there in the CanSkate program?

    • When are sport-specific skills introduced?

    • What are the fundamental areas in the CanSkate program?

    • What skills are repeated on more than one stage?


    Review: CanSkate Skills Chart

    • Share some facts

    • Identify new skills

    • Skills you don’t recognize?

    • Skills named to be

      • Generic

      • Gender friendly

      • Easy for non-skaters to understand

      • Not sport-specific


    CanSkate Skill Terminology

    • FO Slalom

    • BI Slalom

    • Power Jump

    • 180 step turn


    Fact Finding Mission


    CanSkate 101


    Reward System


    CanSkate 101


    Fundamental Teaching

    Skating coaches naturally teach fundamentally:

    • Figure skating: jump lesson, spin lesson, dance lesson

    • Better for skill development

    • Encourage/push skater as far as they can go in that fundamental

    • Build on skills learned and develop them further

    • Faster skill acquisition

    • Easy lesson planning


    What Does That Look Like?


    Something NEW I learned today…

    Day 1:


    On Ice

    • On-ice skill assessment (standard across Canada)

    • Teaching and Learning Basics

      • Balance point on blade

      • Pushing

      • Gliding

      • Turning

      • Stopping


    CanSkate Planning

    Rationale

    • Coaches need to be able to plan a CanSkate session that is the best fit for their clubs

      Objective

    • To learn the beginning steps of planning a CanSkate session

      Process

    • Individual study, team challenge


    Test your knowledge

    Review the following sections in your CanSkate manual:

    • Section 3 Off-Ice Planning and Preparation

      • Parts of a Session

      • Pre-CanSkate

      • Grouping Skaters


    Team Challenge

    • Four teams

    • Create a team name

    • 10 minutes to complete task

    • Check answers with opposing team


    Delivery Standards

    • Delivery standards help ensure safety, promote learning and quality delivery of the program

    • Ensure the consistency of the program across the country

      In small groups, complete the Delivery Standards Chart in Workbook


    Something new I learned today…

    Day 1:


    Welcome – Day 2

    Day 2

    • CanSkate

      • Music

      • Safety

      • Training PAs

      • Delivery to different target groups

      • Safety

      • Lesson planning

      • Circuits

  • On Ice

    • CanSkate skills

    • Circuits


  • CanSkate Planning

    Rationale

    • Coaches need to be very familiar with the CanSkate program

      Objective

    • To learn the beginning steps of planning a CanSkate session

      Process

    • Individual study, team challenge


    Stations & Fast Track


    Session Formats

    4-Station format

    3-Station format


    Rotation Schedules


    Pre-CanSkate

    • Designated area to be well-marked

    • Ensure main session can move around area


    Safety

    Rationale

    • Providing a safe environment for learning is essential

      Objective

    • To become aware of safety concerns and implement safety procedures for CanSkate

      Process

    • Individual and small group work


    Safety Review for CanSkate

    • In small groups:

      • List as many safety concerns as possible for a CanSkate session

    • Emergency Action Plan


    Something new I learned today…

    Day 2:


    Train Your Program Assistants

    Essential for program delivery and supervision

    • Station rotation

    • Demonstration

    • Circuit set-up and maintenance

    • Hand-outs

    • Attendance

    • Assist coach


    Resource Materials for Training PAs

    • PowerPoint for club coaches

    • Program Assistant Workbook

    • Training notes for coaches

    • Skills videos

    • Resource videos for PA examples

    • Initial training should include off-ice and on-ice components


    Session Components

    Rationale

    • CanSkate sessions divided into four main components

      Objective

    • To review the components of a CanSkate session

      Process

    • Review material, manual and components video


    Session Components

    • Warm-up

    • Lesson time

    • Group Activity

    • Cool-down


    Music

    Rationale

    • CanSkate sessions are supported by music

      Objective

    • To learn how to put together a playlist for a specific CanSkate session

      Process

    • Small group tasks, on ice delivery for Day 3


    Music

    • CanSkate appropriate

    • Fun in nature

      • Especially warm-ups & group activity

    • Auditory signals

    • Fast Track laps (enhanced option)

    • Record lesson time music at a lower volume


    Music Playlist


    Our CanSkate Session!

    • Determine format

    • Choose appropriate songs for warm-up, group activity and cool-down

    • Choreograph songs for a CanSkate session


    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    CanSkate Skills

    Rationale

    • As teachers of this program it is imperative that we are knowledgeable about the content of this program

      Objective

    • To become more familiar with the skills and expectation of standards at this level

      Process

    • Individual and small group task and review


    Skill Standards

    • CanSkate Skills Descriptions and Performance Standards

      • CanSkate Manual pg. 7-1

    • In small groups decide if the skill performed meets the required standard


    Something new I learned today…

    Day 2:


    Circuits

    Rationale

    • Circuits are a large part of the delivery of the CanSkate program

      Objective

    • To be able to deliver and run an effective and efficient circuit that promotes learning

      Process

    • Small group task and review


    Circuits

    Progression circuit:

    • Designed to teach a specific skill

    • Skill placed at the end of the circuit

    • Use when teaching a new skill

    • Start with the simplest progressions and work up to the harder progressions

      Skill circuit (or practice circuit):

    • Practice skills already taught

    • Order of skills does not matter

    • Excellent way to increase muscle memory or develop quality of skills for acquisition and advancement


    Preparing a Circuit

    You need to know

    • How much ice is available

    • What skills/levels will be included

      Keep in mind

    • Edges = curves

    • Skaters need repetition

    • Skaters need challenge


    Teaching Aids

    • Add a visual component

    • Create interest and challenge

    • Remind the skater of key points

    • Indicate what skills go where on the circuit

    • Add variety and fun

    • Manage movement and safety

    • Add colour and organization


    Review: Developing Teaching Progressions

    • Forward then backward

    • Stationary then moving

    • Slowly then with speed

    • Two feet, combination, one foot

    • Straight line then curve

    • One direction then opposite

    • Isolate arms and legs then combine

    • Simple movements then add complexity

    • Assisted then unassisted


    Teaching Different Target Groups

    • Preschool CanSkate

    • Mainstream CanSkate

    • Teen and Adult CanSkate

    • Special Needs Skaters

      Refer to CanSkate Manual pages 4-114 to 4-117


    Maximizing Ice Usage

    Inside or Full Circuit

    • Full usage of station ice

    • Lots of room to curve (edge development and lean)

    • Repeat skills

    • Build speed


    Maximizing Ice Usage

    Outside Circuit

    • Same skills as inside circuit (fewer reps)

    • Allows 2 groups to share same station, each using maximum ice

    • Cannot be used for circle skills (crosscuts)


    Maximizing Ice Usage


    Create a Circuit

    • Groups 1-5 choose one skill from the associated ribbon box

    • Group 6 create a skill circuit

    • Use the circuit legend in CanSkate Manual for ideas

    • Reference materials you will need:

      • CanSkate Skills Chart

      • CanSkate Manual (Circuit & Teaching Aid Section)


    Show and Tell

    • Show your circuit to someone who is not in your group

    • Collect feedback

    • Reform your group and review all comments, make any modifications


    Teaching in CanSkate

    • In small groups complete question 18 in the workbook

      • Watch Lesson #1 and complete chart

      • Repeat for other lessons

    • Discuss findings


    Teaching Effectively on a Circuit

    • Lead group first time around

    • Emphasize key points

    • PA leads

    • Choose one area

    • Work with each skater

    • Choose a new section


    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    Ice Time

    • Skates on!

    • Please bring with you…

      • Warm-up, group activity or cool-down choreography

      • Progression circuit designed earlier today


    Lesson Plans

    Rationale

    • Lesson planning is an essential part of teaching

      Objective

    • To learn how to put a lesson plan together for a single skill and then for a whole program

      Process

    • Individual and small group task and review


    Lesson Plans

    • Reference pages 4-19 in CanSkate Manual

    • How to Read the Lesson Plan


    Teaching Point vs. Teaching Progression

    • Point: main message about the technique of the skill for skater to remember

    • Progression: steps or smaller skills that lead up to or are part of the skill to be taught

    • Examples


    Something new I learned today…

    Day 2:


    Wrap Up – Day 2

    • Game time!


    Welcome to Day 3!

    Day 3

    • Ethics

    • CanSkate

      • Session planning

      • Putting it all together (on-ice)

  • What’s next?

    • Primary STARSkate Home Study Guide

    • CanSkate video submissions and certification process


  • Ethics

    Rationale

    • Sport is full of ethical situations; as coaches we must hold ourselves to the highest standards

      Objective

    • To learn the process of making ethical decisions

      Process

    • Small group discussions


    Ethics

    • What is the definition of ethics?

    • What are some possible ethical situations you may find yourself in as you enter the coaching field?


    Making Ethical Decisions

    • In small groups read “To skate or not to skate” workbook

    • Work through the questions

    • In your group decide upon a solution to share with the class


    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    Quick CanSkate Review

    • In 30 seconds write down as many things as you can that you know about CanSkate….


    Skill Analysis

    Rationale

    • Skill analysis is an important part of error detection and new skill development

      Objective

    • To learn the process of correctly analyzing a skill

      Process

    • Small group work and video exercise


    Skill Analysis

    • Ability to break down an element into its component parts in order to identify errors and make appropriate corrections

    • Improves with practice


    Skill Analysis

    STEP 1– Develop a model

    STEP 2– Detail each part of the model

    STEP 3– Know biomechanical principles

    STEP 4– Determine the best view


    Four Parts of a Skill

    PART 1 - Preparation

    PART 2 - Entry

    PART 3 - Skill

    PART 4 - Exit


    Biomechanical Principles

    • Summation of Joint Forces

      • Full range of motion

    • Continuity of Joint Forces

      • Timing

    • Direction of Force Application

      • Push away


    Determining the best view

    • Side view

      • Left

      • Right

    • Straight on

      • Skater coming toward you

      • Skater moving away from you


    Cause and Effect

    • Error generally detected in EXIT of the skill. This is the EFFECT.

      • Fall, wobble, 2-ft, etc.

  • Error itself usually happened during the PREPARATION OR ENTRY of the skill. This is the CAUSE.

    • Off balance, incorrect edge, insufficient speed, etc.


  • What Does Skill Analysis Do?

    • Helps us develop better lessons/progressions

    • Identifies strengths and weaknesses of skater

    • Allows us to know when skater is ready for next level


    Skill Analysis Exercise

    • Watch each of the CanSkate skills

    • Identify the cause and effect of the error

    • In your group, brainstorm some progressions or exercises to help fix the error

    • Record findings in your workbook


    Assessing During a CanSkate Session

    There are three methods of assessing skaters:

    • Daily assessment

    • Assessment days

    • A combination of daily and assessment days


    Assessment

    Assessment Days

    Daily Assessment


    Tips for Assessing

    • Assessment tools

    • Program assistants

    • Fundamental teaching/assignment

    • Combination of methods


    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    Lesson Planning

    Rationale

    • Developing practical lesson plans is an essential part of skater development

      Objective

    • To practice preparing lesson plans for CanSkate sessions

    • To learn how to use the lesson plans in the CanSkate Manual

      Process

    • Individual and small group work


    Sample Lesson Plans


    Sample Balance Lesson Plans


    Sample Lesson Plans

    • To be used as a resource, tool or reference

    • Coaches must stay at their fundamental stations for entire rotation time

    • Circuits designed to maintain same shape for each stage


    10 Week CanSkate Session

    • Minimum 10-week session to complete all skills in a one-coach scenario


    Sample Lesson Plans

    Second time a group sees a lesson plan

    • coaches either use that lesson as review (same stages)

      or

    • present the next stage to challenge the skaters with the next level of skills/progressions

      Example:

    • Week 1 B1 – 2,3 was taught to the Red Group

    • Week 5 B1 – 3,4 will be taught to the Red Group


    Lesson Plan Assignment

    • Refer to Lesson Plan Assignment in the workbook

    • Create a lesson plan for one of the skills

    • Hand in lesson plan by the end of the class


    Something new I learned today…

    Day 3:


    Putting It All Together!

    Review checklist in workbooks

    • Determine format

    • Prepare music

    • Group skaters

    • Assign coaches to stations

    • Assign PAs to groups and stations

    • Assign other tasks (hang up station ID signs, music, bring out teaching aids, set up Fast Track, set up circuits, etc.)

    • Assign warm-up, group activity, cool down

    • Group progress sheets

    • Lesson plans


    CanSkate Live!!!

    • Skates on!

    • Bring

      • Lesson plan

      • Teaching aids

      • Station identification signs

      • Music, choreography

      • SMILES!!!!


    Setting up your session

    Ensure every session has:

    • Warm-up, lesson time, group activity, cool-down

    • Station rotation that includes at least one teaching station and one Fun Zone

    • Provisions for Pre-CanSkate moving into rotation

    • Delivery standards met


    Present Your Format

    Ensure every session has:

    • Warm-up, lesson time, group activity, cool-down

    • Station rotation that includes at least one teaching station and one Fun Zone

    • Provisions for Pre-CanSkate moving into rotation

    • Delivery standards met


    Crossover Year

    • Current stage are not equivalent

    • Example: skater who has passed stage 2 in the old program will be put into a new stage 2/3 group.

    • They will acquire ribbons for stage 2 while working on their stage 3 badge.


    Something new I learned today…

    Day 3:


    You did it!!!!

    • Concludes three-day course!!!

    • Information available online or in CanSkate Manual

    • Continue to network

    • Ask questions


    Ending quote…

    The sky is the limit!

    • Believe in the power of your dreams


  • Login