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Ready to Race! Introduction to Competition

Ready to Race! Introduction to Competition. Skills and Tactics. Introduction. Ready to Race!. Let’s Ride!. Performance Cycling. NCCP Coaching Streams and Contexts. To achieve the status of “In-Training” a coach must complete: Basic Cycling Skills Training Basics.

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Ready to Race! Introduction to Competition

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  1. Ready to Race!Introduction to Competition Skills and Tactics

  2. Introduction

  3. Ready to Race! Let’s Ride! Performance Cycling NCCP Coaching Streams and Contexts

  4. To achieve the status of “In-Training” a coach must complete: • Basic Cycling Skills • Training Basics • To achieve the status of “Trained” a • coach must complete: • Skills and Tactics (one discipline) • Training to Race • Skills and Tactics (a second disciplines) • To achieve the status of “Certified” a • coach must complete: : • Make Ethical Decisions Online Evaluation- Comp-Int • Coach Portfolio • Online evaluation for two disciplines Ready to Race! Introduction to Competition Pathway

  5. Ready to Race! Introduction to Competition Evaluation Process • Make Ethical Decisions Online Evaluation • Go to www.coach.ca and log into Locker account • Evaluation can be taken through the “elearning” section • Coaches have two attempts to pass the evaluation • Cycling Coach Portfolio • After coaches have achieved the “trained” status, they can submit their portfolios • Portfolios can be obtained from Cycling Canada • Once reviewed, evaluator may recommend changes/updates • Online Evaluations • Once a coach’s portfolio has been successfully completed, Cycling Canada will provide login informationto the online evaluations • Coaches must successfully pass the online evaluation in two disciplines (BMX, MTB, road, track) in order to be certified • Cost for total evaluation: $150

  6. All coaches with the “certified” status must obtain PD points to maintain their certification • Ready to Race! coaches must obtain 20 PD points in five years • Performance Cycling coaches must obtain 30 PD points in five years • If you are certified in two sports/contexts, accumulated points will apply to both. The number of points required to maintain certification will be determined by whichever sport/context requires the highest number of PD points. • What counts as PD points? • Any NCCP training or online module • Active coaching • For full details about PD points and opportunities visit www.cyclingcanada.ca Professional Development

  7. Basic Cycling SkillsBasic Cycling Position

  8. Importance of good position to: • Power transfer and power output • Comfort and endurance • Aerodynamics • Injury prevention • Rank factor importance: Road, MTB, BMX • How does the ranking affect the position? Basic Cycling Position

  9. List steps in setting cycling position: • . • . • . • . • . Basic Cycling Position

  10. Basic Cycling SkillsSkill Acquisition

  11. Dimensions of Learning Affective (attitudes, behaviour) Cognitive (knowledge, understanding) Motor (technical skills, execution) Dimensions of Learning

  12. 1 Feedback When The Athlete Is Not Succeeding Column 1 Column 2 Column 3 Athlete Appropriate Probable cause behaviour intervention Cannot meet tasks Fear Help Adapt demands or (reassure) (slower progression) Affective (clearly upset or gives up Demotivation Explain Help (start again) practicing then (question) Adapt m Not understanding Explain Repeat then Does so mething (question) different, or Cognitive Failure achieves a different Ability not yet Explain outcome Adapt acquired (question) then Too demanding Help (begin again Adapt (use with coach support) different or Nearly gets it right, equipment) Motor but not quite Too complex Adapt (take more time, simplify) Adapted from Target, C. and Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection Sport et enseignement. 1 Adapted from Target, C. et Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection Sport et enseignement.

  13. Feedback When The Athlete Is Succeeding 1 H ave the athlete Does the outline reasons for Yes coach need success (identify Successful to check skill reference points) acquisition? or No Have athlete repeat Next activity or level performance of progression several times or Do a more difficult task Adapted from Target, C. and Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection Sport et enseignement. 1 Adapted from Target, C. et Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection Sport et enseignement.

  14. “The ability to perform a movement or chain of movements with high consistency, high precision, and high efficiency” What is a skill?

  15. Sport Discipline Relationships

  16. Skills can be analyzed as: 5 Phase: • Set-up • Preliminary movements • Force-producing movements • Critical instant • Follow-through • Example? 3- or 5-Phase Skill?

  17. OR, 3 Phase: • Set-up • Movement • Follow-through • Example? 3- or 5-Phase Skill?

  18. OR, 3 Phase: • Set-up • Movement • Follow-through • Example? 3- or 5-Phase Skill?

  19. Choose a cycling skill • What is the purpose of the skill? • Break the skill down into parts • Is it 3- or 5-phase? • Fill out first part of “Skill Analysis & Error Correction Sheet” p 30 Skill analysis task:

  20. If you wanted to observe this skill being done by a beginner, what would the best vantage point be? • Where to stand? What to look at? What to watch for? • Fill in “Observation Strategy” box Observation Strategy:

  21. Basic Cycling SkillsError Detection & Correction

  22. Key Performance Factors How is the outcome achieved? Detectable Signs What is observed? How is it observed? Outcome / Form of sport task The outcome serves to describe when the skill of tactic is clearly achieved or not achieved • Preliminary movements (i.e. Grip / Stance) • Back swing or recovery movement (i.e. positioning, back swing, recovery) • Force producing movement (i.e. Use or sequence of muscle group and joint action) • Critical instant (i.e. impact, strike, ) • Follow through.

  23. Inconsistencies or inefficiency in movement or task - Little precision or low probability of success in the task Consistent and efficient movements demonstrated in task – High degree of precision and probability of success in the task Detectable Signs What is observed? How is it observed? Participant does not engage in task Participant engages in the task but the outcome is not achieved Participant engages in the task and achieves the outcome or demonstrates form What key factors come into play?

  24. Analyze potential causes CAUSE GAP 1.Equipment A. Equipment Issue FIT / TUNING 2. Environment B. Environmental factor – Weather / lighting C. Fear or Hesitation 3. Affective D. Not motivated or not interested 4. Cognitive / Mental E. Lack understanding or player confused F Too much information or information overload Makes sport specific adjustments to equipment G. Lack Concentration or poor arousal control Help or reassure Adjust task demands H. Difficulty reading / recognizing cues Explains or Ask Questions Repeat task/activity Simplify - Use examples or reduce variables to process Modify / Adjust Drill or Activity 5. Physical / Motor J. Task too Demanding or too easy Adjust progression Teaching Interventions I. Lacks physical ability to complete task Use re-focusing or visualization strategies Adjust speed or timing or intensity 6. Tactical K. Unable to select appropriate tactic L. Choice of Decision Demonstrate correct technique / tactic Adjust work to rest ratios, and / or Intensity (Workload) Provide feedback or results 7. Technical M. Unable to effectively or consistently execute technique Select Appropriate Corrective Measure

  25. 1 Feedback When The Athlete Is Not Succeeding Column 1 Column 2 Column 3 Athlete Appropriate Probable cause behaviour intervention Cannot meet tasks Fear Help Adapt demands or (reassure) (slower progression) Affective (clearly upset or gives up Demotivation Explain Help (start again) practicing then (question) Adapt m Not understanding Explain Repeat then Does so mething (question) different, or Cognitive Failure achieves a different Ability not yet Explain outcome Adapt acquired (question) then Too demanding Help (begin again Adapt (use with coach support) different or Nearly gets it right, equipment) Motor but not quite Too complex Adapt (take more time, simplify) Adapted from Target, C. and Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection Sport et enseignement. 1 Adapted from Target, C. et Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection Sport et enseignement.

  26. For your chosen skill on the “Skill Analysis & Error Correction Sheet”, • What errors are you likely to see? • What corrective action for each? • Complete the columns on the form. Skill analysis task:

  27. Use the “Cycling Skill Planner” Sheet • Transfer the items from your Analysis sheet to the LH column. • What equipment do you need? • How best to demonstrate? • What is the group activity plan? • Complete the RH column on the form. Skill Lesson Plan Task:

  28. What is a tactic? • What is a strategy? Tactics

  29. Use the “Cycling Skill/Tactics Planner” Sheet: • What equipment do you need? • How best to demonstrate? • What is the group activity plan? • Complete the RH column on the form. Tactics Lesson Plan Task:

  30. Use your completed “Cycling Skill Planner” Sheet- choose a skill • With athletes- pay attention to: • Demonstration & explanation plan • Getting the group into activity • Evaluating individual performance • Providing clear feedback • Checking for understanding & improvement Practice Coaching Activity:

  31. For more coaching information… www.cyclingcanada.ca www.coach.ca

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