Transcript Ready to Race! Cycling Introduction to Competition: Skills

Ready to Race!
Introduction to Competition
Skills and Tactics
Introduction
NCCP Coaching Streams and Contexts
Competition
Introduction
Community
Initiation
Instructor Beginner
Ready to Race!
Let’s Ride!
Competition
Development
Instructor
Intermediate
Performance Cycling
Community Ongoing
Competition High
Performance
Instructor Advanced
Ready to Race! Introduction to
Competition Pathway
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 Evaluation Process
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Make Ethical Decisions Online Evaluation
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Cycling Coach Portfolio
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Online Evaluations
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Cost for total evaluation: $150
◦ 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
◦ 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
◦ Once a coach’s portfolio has been successfully completed, Cycling
Canada will provide login information to the online evaluations
◦ Coaches must successfully pass the online evaluation in two
disciplines (BMX, MTB, road, track) in order to be certified
Professional Development

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
Basic Cycling Skills
Basic Cycling Position
Basic Cycling Position
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Importance of good position to:
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Power transfer and power output
Comfort and endurance
Aerodynamics
Injury prevention
Rank factor importance: Road, MTB, BMX
 How does the ranking affect the position?
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Basic Cycling Position
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List steps in setting cycling position:
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Basic Cycling Skills
Skill Acquisition
Dimensions of Learning
Affective
(attitudes, behaviour)
Cognitive
(knowledge, understanding)
Motor
(technical skills, execution)
Dimensions
of
Learning
THE TEACHING PROCESS
Can someone
else do the
demonstration
better than me ?
Organization
Includes safety measures, and how
the activity starts and finishes
Requires at least 50% motor
involvement
Coach is able to supervise
Explanation/Demonstration
Describe the aim of the exercise
Outline what is to be done and how
Describe points of reference/cues
Identify criteria of successful
performance
Touch the different communication
channels (visual, kinesthetic, auditory)
Supervision
Ensure that the athletes are actively
engaged and achieve a good rate of
success
To observe, move around without
interfering with athletes
Supervise both individuals and the
group
Verify if success criteria are
achieved
Did I give enough
time for the
athletes to
practice before
stopping them to
give feedback?
Feedback
Identify the cause of failure
Adapt the activity as needed
Help athletes by reassuring them
Explain and demonstrate again if
necessary
Recognize successful
performance
Effects of the feedback
Give the athletes time to practice
again to check whether they
have acted on the feedback
Did I remember to
ask the athletes
to give me
feedback before
giving them mine?
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Feedback When The Athlete Is Not Succeeding
Column 1
Column 2
Athlete
behaviour
Probable cause
Cannot meet tasks
demands
(clearly upset
or gives up
practicing
Failure
Does something
different, or
achieves a different
outcome
Fear
Appropriate
intervention
Help
(reassure)
Adapt
(slower progression)
or
Affective
Demotivation
Explain
(question)
Not understanding
Explain
(question)
Ability not yet
acquired
Explain
(question)
then
m
Help (start again)
Adapt
Repeat
then
Cognitive
Too demanding
Nearly gets it right,
but not quite
Column 3
Adapt
then
Help (begin again
with coach support)
or
Motor
Too complex
Adapt (use
different
equipment)
Adapt
(take more time, simplify)
Adapted from Target, C. and Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection
Sport et enseignement.
Feedback When The Athlete Is Succeeding 1
Successful
Does the
coach need
to check skill
acquisition?
Yes
Have the athlete
outline reasons for
success (identify
reference points)
or
No
Next activity or level
of progression
Have athlete
repeat
performance
several times
or
Do a more difficult
task
Adapted from Target, C. and Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection
Sport et enseignement.
What is a skill?
“The ability to perform a movement or chain of
movements with high consistency, high
precision, and high efficiency”
Sport Discipline Relationships
ATTENTION
BALANCE
CONTROL
PEDAL
BRAKE
GEAR
Looking
Straight-line Riding
Sitting
Front
Rear
Identifying
Balanced Position
Soft
Rear
Front
Reacting
Weight Transfer F, R, Side
Standing
Combined
Ready Position
Punch
Modulate
Weighting & Unweighting
Ratchet
Slippery
The ABCs:
Basic Body
Movements
TURN &
CORNER
Medium
Fast
Slow
Tight
Narrow-platform Riding
INCREASED CHALLENGE
Simple Riding & Coasting
Track Stand
P.A.S.S. SKILLS - BUILT FROM ABCs
POWER
AGILITY
ACCELERATE
DESCEND
DROP
LIFT
Sitting
Sitting
Sitting
Rolling
Front
MOUNT &
DISMOUNT
GROUP
TRAFFIC
Follow
Laws
Draft
Signal
Pass
Shoulder
check
Straddle on
P.A.S.S.:
Standing
Standing
Huck
2 Wheel
Straddle off
Crouching
Integrated
Skills
Standing
Standing start
Rear
MOVE
Cowboy on
Gate start
Dolphin
Limbo
Pack
Bails
Sprinting
Manual
Pickup &
Drop (one
hand)
Position
Bump
Carry
Side
Anticipate
Buzz
Safe Fall
Wheelie
No hands
A CYCLING SKILLS MODEL
Echelon
INCREASED CHALLENGE
CLIMB
SPATIAL SENSE
3- or 5-Phase Skill?
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Skills can be analyzed as:
5 Phase:
 Set-up
 Preliminary movements
 Force-producing movements
 Critical instant
 Follow-through
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Example?
3- or 5-Phase Skill?
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OR,
3 Phase:
 Set-up
 Movement
 Follow-through
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Example?
3- or 5-Phase Skill?
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OR,
3 Phase:
 Set-up
 Movement
 Follow-through
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Example?
Skill analysis task:
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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
Observation Strategy:
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
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Basic Cycling Skills
Error Detection & Correction
Outcome / Form of sport task
The outcome serves to describe when the skill of tactic is clearly achieved or not
achieved
Key Performance Factors
How is the outcome achieved?
Detectable Signs
What is observed?
How is it observed?
1. Preliminary movements (i.e.
Grip / Stance)
2. Back swing or recovery
movement (i.e. positioning,
back swing, recovery)
3. Force producing movement
(i.e. Use or sequence of
muscle group and joint
action)
4. Critical instant (i.e. impact,
strike, )
5. Follow through.
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
Inconsistencies
or inefficiency in
movement or
task - Little
precision or low
probability of
success in the
task
Participant engages in the task and
achieves the outcome or
demonstrates form
What key factors come into play?
Consistent and
efficient
movements
demonstrated in
task – High
degree of
precision and
probability of
success in the
task
Select Appropriate
Corrective Measure
Analyze potential causes
CAUSE
GAP
A. Equipment Issue
FIT / TUNING
2. Environment
B. Environmental factor – Weather /
lighting
3. Affective
C. Fear or Hesitation
D. Not motivated or not interested
E. Lack understanding or player
confused
6. Tactical
7. Technical
Repeat task/activity
Adjust progression
Adjust speed or timing or
intensity
Adjust work to rest ratios, and
/ or Intensity (Workload)
G. Lack Concentration or poor
arousal control
Help or reassure
H. Difficulty reading / recognizing cues
5. Physical /
Motor
Adjust task demands
F Too much information or information
overload
J. Task too Demanding or too easy
I. Lacks physical ability to complete
task
K. Unable to select appropriate tactic
L. Choice of Decision
M. Unable to effectively or
consistently execute technique
Teaching Interventions
4. Cognitive /
Mental
Makes sport specific
adjustments to equipment
Modify / Adjust
Drill or Activity
1.Equipment
Explains or Ask Questions
Simplify - Use examples or
reduce variables to process
Use re-focusing or
visualization strategies
Demonstrate correct
technique / tactic
Provide feedback or results
1
Feedback When The Athlete Is Not Succeeding
Column 1
Column 2
Athlete
behaviour
Probable cause
Cannot meet tasks
demands
(clearly upset
or gives up
practicing
Failure
Does something
different, or
achieves a different
outcome
Fear
Appropriate
intervention
Help
(reassure)
Adapt
(slower progression)
or
Affective
Demotivation
Explain
(question)
Not understanding
Explain
(question)
Ability not yet
acquired
Explain
(question)
then
m
Help (start again)
Adapt
Repeat
then
Cognitive
Too demanding
Nearly gets it right,
but not quite
Column 3
Adapt
then
Help (begin again
with coach support)
or
Motor
Too complex
Adapt (use
different
equipment)
Adapt
(take more time, simplify)
Adapted from Target, C. and Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection
Sport et enseignement.
Skill analysis task:
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.
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Skill Lesson Plan Task:
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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.
Tactics
What is a tactic?
 What is a strategy?
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Tactics Lesson Plan Task:
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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.
Practice Coaching Activity:
Use your completed “Cycling Skill Planner”
Sheet- choose a skill
 With athletes- pay attention to:
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Demonstration & explanation plan
Getting the group into activity
Evaluating individual performance
Providing clear feedback
Checking for understanding & improvement
For more coaching
information…
www.cyclingcanada.ca
www.coach.ca