Award 1 for Coaches of Children

1. Award 1 for Coaches of Children INTRODUCTION & OTú Model

2. FÁILTE Welcome Coach Education Programme - Level 1

3. TUTOR INTRODUCTIONS • Registration • Who am I? TUTOR

4. Task 1: Meeting New Friends 5 minutes Icebreaker • Apples, Pears Bananas: circle the participants and give them a fruit. When the fruit is called they get up and walk to another free seat. Tutor sits down on one of the seats resulting in one coach left in the middle. The coach then calls a fruit and the game continues. Question to the Group at the end of the icebreaker: what did this activity promote? • FUN and Enjoyment • Movement and Visual Awareness • Spatial Awareness • Communication • Co-operation • Appropriate competition Message to the coaches “when working with children we are hoping to create and develop the above and more”

5. Group Contract… brainstorm with the group We agree that during the course we should: • Be Punctual • Have No put downs • Value opinions of others • Cooperate • Assist others • Share ideas • …… etc

6. GAA Award 1 – Introduction Objectives By the end of this Module participants will be able to: • Identify the format of the Course and what is required of them to complete the Course • Participants will be identify and define the components of the OTú Model • Understand what players expect to get from their coaching sessions • Understand the role of the coach when working with children • Discussed the qualities of a good coach • Appreciate the challenges that coaches face • Know how to plan a typical coaching session Presentation title in footer

7. Your motivation for getting involved in coaching……. Why have you embarked on this course? TASK: In groups • Discuss reasons for doing the course • Prioritise points • Feedback to Group Presentation title in footer

8. GAA Award 1 – Course Philosophy • Aimed at Coaches that have completed the Foundation Award and have some coaching experience. • Focuses on the core ‘How to Coach’ skills with an increased emphasis on the ‘What to Coach’ • The Course is divided into a number of modules • Focus on exposing the participants to practical situations Presentation title in footer

9. All living things including human beings have an actualising tendency and given the opportunity and the right environment will proceed to become all that is built into them, they will fulfil their potential. CARL ROGERS The OTú Model enables coaches to create the right environment 9

10. A model of growth and Development

11. The OTú Model • An Integrated Approach? We will go into more depth on each of these throughout the Course. Further information on each is available in the manual and online Skill Development

12. Technical Proficiency Tactical Prowess Team Play Psychological Focus Playing Facts Physical Fitness

13. Conditions for growth and Development All 6 conditions must be present in the right proportions all of the time if the plant is to thrive. More of one will not compensate for a lack of another

14. GAA Award 1 – Course Structure Communication Introduction Role of the Coach Technical Proficiency Tactical Prowess Team Play Physical Fitness Psychological Focus Playing Facts Rules Lifestyle Conclusion 14 Presentation title in footer

15. The OTú Model – Technical Proficiency • What do we mean by Technical Proficiency? Definition: The Ability to Perform the Underlying Techniques of the Game Skill Development

16. The OTú Model – Tactical Prowess • What do we mean by Tactical Prowess? Definition: The Ability to Weigh Up Match Situations and Decide on What Option to Take and When to Take It Skill Development

17. The OTú Model – Team Play • What do we mean by Team Play? Definition: The Ability to Anticipate Movements and Synchronise Who Goes Where During Play or Set Piece Situations Skill Development

18. The OTú Model – Physical Fitness • What do we mean by Physical Fitness? Definition: The ability to perform the underlying techniques of the game and to respond quickly to the signs, sounds and signals experienced during the game. Skill Development

19. The OTú Model – Playing Facts • What do we mean by Playing Facts? Definition: The ability identify strengths and areas where improvement is required and to understand/accept why changes may be required if the team is to achieve its full potential. Skill Development

20. The OTú Model – Psychological Focus • What do we mean by Psychological Focus? Definition: The ability to maintain focus on the here and now, regardless of the internal and external distractions. Skill Development

21. Question Task 3: Focus on Children Question: • What needs do children have when in the coaching environment? Group discussion

22. Children’s Needs include.. Fun Stimulation Attention Competition Belonging Part of the Team Rewards and Praise Hear positive language Lots of touches of the ball Appropriate level of activity Appropriate Games Children’s needs

23. What kind of a player do you want to develop? Skilled (know how) Decision maker (know when) Team Player (know why) Confidence (psychological) Awareness (playing facts) Engine (physical fitness) Disciplined (on and off pitch) Ideal role model Model Citizen in the Community Active Healthy Lifestyle AN IDEAL PLAYER Question

24. Being Child Focused Not conditioning children Involve everyone Developing ALL children Developing skills Developing decision making Developing sense of TEAM Acting as a role model Behaving courteously to referees Promoting Fair Play Keeping winning in perspective How can the coach help develop such a player? Question

25. Mission Statement The GAA is committed to implementing an integrated Coach Education Programme with a view to maximising participation, optimising playing standards and ensuring that Players’ needs are catered for in a Balanced way Presentation title in footer

26. Our Motivation We want Gaelic games to be the sport of choice for players of whatever age and ability level by: • having appropriately trained coaching personnel involved with our players and teams • ensuring that all players are provided with a balanced and appropriate programme of games • improving the standard of our Games through appropriate coaching In short we want people to… Play & Stay with the GAA Presentation title in footer

27. The Role of the Coach Task Draw a typical 8 year old are there differences between the child and an adult? are there differences between 8 year olds? If so, what are the differences

28. Some points to consider when coaching children? Games Special Needs Eagar FUN Language Barriers Insecure Poor attention Sports Skills Poor attention Poor movement skills Play Station Unskilled Computers Child Protection Children are not small adults 28

29. FUN SAFE Non Threatening Enjoyable Interesting Engaging Everyone involved Challenging Innovative practice Games Focused Skill Development Decision making ability Question What are the key principles a coach must remember when coaching children?

30. Question What do coaches do? ? • In groups • Write down as many things as possible that a coach does… ? Skill Development 30

31. What coaches do: • Analyzer and Advisor • Chauffeur • Demonstrator • Friend • Fact finder • Fountain of Knowledge • Leader • Mentor • Motivator • Organiser and planner • Supporter • Others….. Skill Development 31

32. ? Question What are the qualities of a good coach? • In groups • Task cards –list of coaches • Write down as many qualities that they have… ? Skill Development 32

33. The qualities of a good coach... • Able to Co-ordinate • Creates New Perspectives • Dependable • Enthusiastic • Empathy • Fair • Firm • Good Communicator (Listener) • Helpful • Honourable • Helpful • Honourable • Knowledgeable • Leadership • Motivated • Problem Solver • Professional • Respected • Responsible • Supportive 33

34. How can the coach interfere with enjoyment? In groups Identify ways that the coach can interfere with the enjoyment of players Question

35. Coaches Role with children – SUMMARY Observer Teacher Role Model Minder Analyse Coach Feedback Demonstrator Motivator Mentor Friend Counsellor Explainer High Priority Roles Middle Priority Roles Low Priority Roles

36. What are the challenges you face in your role as coach In pairs: List some challenges for the coach Setting the session environment Keeping the environment safe Promotion of learning and development Managing numbers in the group Utilising the assistant coaches in the sessions Having the right content for sessions Keeping the interest and enthusiasm Using Positive Language Involving and motivating parents to help Question

37. Planning in Coaching Planning a coaching session: • allows for proper, well- delivered coaching sessions which show that the Coach is competent, in charge, and knows what they are doing. Helping to Plan….. • Do we plan each session before we get to the pitch? • Do we consult our assistants or fellow coaches to ensure they know what’s going to happen at the next session? • Or do we arrive at the pitch and then decide? 37

38. Task: Components of a Session Remember: the focus is on the child In groups of 5-outline a typical session? Place your sheet on the wall and compare. Questions What are the key components? Do you have a warm up? Are the activities age appropriate?

39. Structure of a Coaching Session • 2 Styles: • Traditional Drill/Technique Based • Warm Up • Skill Development • Game (modified or full) • Warm Down • Games Based • Warm Up (fun game?) • Game (fun or modified) • Skill Development (if required) • Game (modified or full) • Warm Down • Which do you use? • Advantages of Games Based over Technique Based: • Can develop technical proficiency and tactical prowess/team play through games over a longer period of the session • Match related fitness and movements developed through games 39 Skill Development

40. GAA Award 1 – Introduction Objectives Review Can you now…? • Identify the format of the Course • State what is required to complete the Course • Identify the position of the Coach in the development of the child • identify and define the components of the OTú Model • Understand what players expect to get from their coaching sessions • Understand the role of the coach when working with children • Identify the qualities of a good coach • Explain the challenges that coaches face • Plan a typical coaching session Presentation title in footer

41. Appropriate Games and Activities can affect lifestyle by Making children more active Increasing heart rate and affecting health Combating Obesity and other health related diseases Provides social outlet Develops self-esteem Nurtures confidence Distracts children from computer games Develops companionship and co-operation Nurtures Team Principles

42. Thank you