Transcript Lesson Principles - Sport New Zealand

Planning
• Design appropriate learning
activities to meet requirements
of athletes’ stage of
development
• Setting goals for the
season/session
• Choose coaching methods to
enable athlete learning
• Plan for different ability levels
• Plan equipment and facility
usage
Training Session
Principles
• Provide plenty of activity
• Provide maximum use of time,
facilities and equipment
• Provide a variety of activity
• Ensure skills have a
progression from simple to
complex
• Provide a safe, successful, nonthreatening environment
• Ensure athletes progress at
their own rates
• Be organised, yet flexible in
your planning
Planning Activity Checklist
• How will you introduce the task? Will you
explain it? Demonstrate it? Use
questioning?
• How will you know that the athletes
understood your instructions?
• What materials or instructional aids will
you need to teach the tasks and enable
athletes to practise effectively?
• How safe are the tasks and activities that
you have planned? Do you need to check
equipment?
• Are the progressions of the skill at the
athletes’ level?
• Do your activities cover all domains of
learning?
• Will both your higher and lesser ability
athletes get something out of the
session?
Planning Considerations
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Background of season to date
Background of athletes
Purpose or learning objectives
Games/activities to be used
Learning opportunities
Evaluation
Holistic Performance
Objectives
• Physical (Movement Skills)
– includes all growth and change that
occur in a person’s body - and the
genetic, nutritional, and health factors
that affect those developments as well
as motor skills
• Cognitive (knowledge and
awareness)
– includes all mental processes that are
used to obtain knowledge or to become
aware of the environment
• Emotional (affective)
– includes emotional, ethical,
personality and social development
• Social
Social development, group needs
Performance Objectives
• Having performance objectives
enables coaches to
– select or design learning
activities to suit athletes’ needs
– provide a basis for whether or not
athletes achieve objectives and
goals set
– provide clear direction for
athletes in attaining the
established objectives
Athletes’ Learning Setting
Objectives/Purpose
• Emotional
– emotional needs
– Mental skills
• Social
– emotional needs, social needs,
• Cognitive
– decision-making, tactics and
strategies
• Physical
– Fitness, technique
Competition Phases
• Transition/Foundation
• Preparation
• Competition
Planning for
Competition
• Integrate into day to day
training sessions, for example
− Mental preparation, eg practising
in pressure situations (TGfU
fantastic for this), timing of
training to match competition
– Physical athletes will play the
way they train (intensity level)
– Practise competition routines
– Practice skill in meaningful
contexts
Planning for Competition
• Mental Preparation
• Physical Preparation
• Pre-competition routines
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warm up
technique
fitness
psychological routines
• Competition strategy
• Competition Talk
• Half time Talk
Testing
• Is this necessary - why or why
not?
• General planning
considerations
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training emphases
fitness foundation
basic training
emphasis shifts
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Example of Pre-competition
Routine
Arrive at venue XX minutes before the start
Check equipment
Begin warm-up and stretching
Think happy, relaxed thoughts
Positively image upcoming performance
Listen to coach’s brief comments (no new
information)
Apply these comments to imagery and/or
self-talk
Engage in heavier physical preparation
Use more imagery if necessary
Engage in quicker physical activity
Ready self for the start - think of opening
skills and game plans
Cue word for the first skill
– (Kidman and Hanrahan, 2004)
Self Control
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Trust your preparation
No new information
Body language rubs off
Have comments that are
encouraging and prompting, no
ultimatums
• Final should be same as every
other game/competition
• Control the controllable
• Don’t show frustration