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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

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Nccp instruction beginner

NCCP Instruction Beginner

CanSkate Coach Training


Welcome

Welcome

Learning Facilitator:

Contact information:


Agenda

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

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

Skate Canada Core Values

  • Excellence

  • Accountability

  • Collaboration

  • Adaptability

  • Innovation


Core value of coaching

Core Value of Coaching


Skate canada coaching system overview

Skate Canada Coaching System Overview

(ISPC)

(ISPC)


Nccp instruction beginner

NSO and Skate Canada


Ltad canskate

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


Nccp instruction beginner

CanSkate


Ltad and 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 canskate1

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 canskate2

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

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

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

The “Ideal” Coach

Draw a picture of the ideal coach

  • Include a minimum of 20 characteristics


Functions of a coach1

Functions of a Coach


Continuous education program cep

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

ACTION CARD

I will START….

I will CONTINUE….

I will STOP….


Communication

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

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

How We Think


Rapport

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

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

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 card1

    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    Teaching and learning part one

    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

    Teaching and Learning

    What is the definition of learning?


    Dimensions 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 learning1

    Teaching and Learning

    Group activity: Teach a skill


    Summary of phases of learning

    Summary of Phases of Learning

    Three Phases of Learning:

    Comprehension AcquisitionRetention


    Factors that affect learning

    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 card2

    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    Lunch break

    Lunch Break

    • Refuel, Rehydrate…Recharge!


    Teaching and learning part two

    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 w e learn

    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

    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

    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

    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 progressions1

    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

    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 card3

    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    Biomechanical principles

    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 principles1

    Biomechanical Principles

    • Summation of joint forces

    • Continuity of joint forces

    • Direction of force application


    Biomechanical principles2

    Biomechanical Principles

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

    • Prepare to share!


    Balance on the blade

    Balance on the Blade


    Action card4

    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    Canskate

    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


    Canskate1

    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

    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


    Fact finding mission1

    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

    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

    CanSkate Skill Terminology

    • FO Slalom

    • BI Slalom

    • Power Jump

    • 180 step turn


    Fact finding mission2

    Fact Finding Mission


    Canskate 101

    CanSkate 101


    Reward system

    Reward System


    Canskate 1011

    CanSkate 101


    Fundamental teaching

    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

    What Does That Look Like?


    Something new i learned today

    Something NEW I learned today…

    Day 1:


    On ice

    On Ice

    • On-ice skill assessment (standard across Canada)

    • Teaching and Learning Basics

      • Balance point on blade

      • Pushing

      • Gliding

      • Turning

      • Stopping


    Canskate planning

    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

    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

    Team Challenge

    • Four teams

    • Create a team name

    • 10 minutes to complete task

    • Check answers with opposing team


    Delivery standards

    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 today1

    Something new I learned today…

    Day 1:


    Welcome day 2

    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 planning1

    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

    Stations & Fast Track


    Session formats

    Session Formats

    4-Station format

    3-Station format


    Rotation schedules

    Rotation Schedules


    Pre canskate

    Pre-CanSkate

    • Designated area to be well-marked

    • Ensure main session can move around area


    Safety

    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

    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 today2

    Something new I learned today…

    Day 2:


    Train your program assistants

    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

    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

    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 components1

    Session Components

    • Warm-up

    • Lesson time

    • Group Activity

    • Cool-down


    Music

    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


    Music1

    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

    Music Playlist


    Our canskate session

    Our CanSkate Session!

    • Determine format

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

    • Choreograph songs for a CanSkate session


    Action card5

    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    Canskate skills

    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

    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 today3

    Something new I learned today…

    Day 2:


    Circuits

    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


    Circuits1

    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

    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

    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

    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

    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

    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 usage1

    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 usage2

    Maximizing Ice Usage


    Create a circuit

    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 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

    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

    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 card6

    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    Ice time

    Ice Time

    • Skates on!

    • Please bring with you…

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

      • Progression circuit designed earlier today


    Lesson plans

    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 plans1

    Lesson Plans

    • Reference pages 4-19 in CanSkate Manual

    • How to Read the Lesson Plan


    Teaching point vs teaching progression

    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 n ew i learned today

    Something new I learned today…

    Day 2:


    Wrap up day 2

    Wrap Up – Day 2

    • Game time!


    Welcome to day 3

    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

    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


    Ethics1

    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

    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 card7

    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    Quick canskate review

    Quick CanSkate Review

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


    Skill analysis

    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 analysis1

    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 analysis2

    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

    Four Parts of a Skill

    PART 1 - Preparation

    PART 2 - Entry

    PART 3 - Skill

    PART 4 - Exit


    Biomechanical principles3

    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

    Determining the best view

    • Side view

      • Left

      • Right

    • Straight on

      • Skater coming toward you

      • Skater moving away from you


    Cause and effect

    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 a nalysis do

    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

    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 d uring a canskate session

    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

    Assessment Days

    Daily Assessment


    Tips for assessing

    Tips for Assessing

    • Assessment tools

    • Program assistants

    • Fundamental teaching/assignment

    • Combination of methods


    Action card8

    ACTION CARD

    I will START….

    I will CONTINUE….

    I will STOP….


    Lesson planning

    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 Lesson Plans


    Sample balance lesson plans

    Sample Balance Lesson Plans


    Sample lesson plans1

    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

    10 Week CanSkate Session

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


    Sample lesson plans2

    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

    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 today4

    Something new I learned today…

    Day 3:


    Putting it all t ogether

    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

    CanSkate Live!!!

    • Skates on!

    • Bring

      • Lesson plan

      • Teaching aids

      • Station identification signs

      • Music, choreography

      • SMILES!!!!


    Setting up your session

    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

    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

    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 today5

    Something new I learned today…

    Day 3:


    You did it

    You did it!!!!

    • Concludes three-day course!!!

    • Information available online or in CanSkate Manual

    • Continue to network

    • Ask questions


    Ending quote

    Ending quote…

    The sky is the limit!

    • Believe in the power of your dreams


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