5. Hockey L1 Coach Accreditation Course
Transcript 5. Hockey L1 Coach Accreditation Course
Squash Level 1 Coach
CERTIFICATE II IN SPORTS COACHING
Presentation Slide Template
The objective of this course is to have
people accredited as NCAS Level 1
Squash Coaches & qualify with a
Certificate II in Sport Coaching from
the National Sport Training Package
Purpose of Course
Workforce Development Strategy
Sport Development Strategy
Coach Education & Development
Peak bodies & industry associations
Role of Volunteers in Sport
Sport for Health and the role of
Active After Schools Program
Beginning Coaching General Principles
Beginning Coaching Manual
Level 1 Accreditation Guidelines.
Level 1 Reaccreditation Guidelines.
Level 1 Rules Exam.
Hockey Specific Resources
National Coaching Accreditation Scheme
Certificate II in Sports Coaching
Workforce Development Strategy in Sport
2011 Sport & Recreation Environmental
Training & Assessment Standards
Coaching Trends &
Re-Accreditation Standards (NCAS)
Re-Accreditation Standards (NSO)
Discipline Specific Courses
Cross-sector Courses (ie. Fitness,
Strength & Conditioning)
identifying skills, knowledge and behaviour
identify strategies to address development
agree timeframes for short and long term
ask about resources required
agree to performance measures
adopt a method and frequency of progress
Personal Development Goals
Major dates for competitions, grading &
Skill level of participants & coaches
including participants with special needs
Availability of required resources
Access to parents, officials and other
Linking sessions with a season long plan
Factors in Planning
A tool that can be used to help modify the activity to meet
the individual needs of the participant:
Coaching style — e.g. demonstrations, or use of questions,
role models and verbal instructions
How to score or win
Area — e.g. size, shape or surface of the playing
Number of participants involved in the activity
Game rules — e.g. number of bounces or passes
Equipment — e.g. softer or larger balls, or lighter, smaller
Inclusion — e.g. everyone has to touch the ball before the
team can score
Time — e.g. ‘How many … in 30 seconds?
State Government “Working with
Sport Rage Prevention
Sport Medicine Guidelines
Squash Australia Policies
What is the coach’s legal responsibility?
What is negligence?
What is meant by the term ‘duty of care’ in a
coach / participant environment?
How would you define the term ‘reasonable’?
What is public liability insurance?
What is professional indemnity insurance?
What actions could a coach take to reduce
any personal risks?
Workbook Activity 2.1
Prevent further injury
S.T.O.P & R.I.C.E.R
SKILL INSTRUCTION / DEMONSTRATION
PRACTICE: GAMES, ACTIVITIES
PERFORMANCE AND/OR ANALYSIS
Structure of a Session
Loading the boat
Balancing the boat
Stop the Boat /
Holding the Paddle
T – TEACHING STYLE
R – RULES
E – EQUIPMENT
E - ENVRIONMENT
What’s the difference between the
approaches used by the two coaches you
have just seen?
What attributes would you want a
beginner athlete to develop over a 10
Games Sense Video (Part 1)
Demonstration & explanation
Breaking skills down into components and
identifying observable body movements for
each stage (whole – part – whole)
Progressing through and linking skills
Shaping and modelling approaches
Reciprocal or peer tutoring
Questioning, monitoring and observing
Assessment and evaluation.
Teaching / Coaching
Course participants they will be required to
submit more session plans as part of their postcourse assessment requirements.
The session plans must differ according to the
following variables as shown on the slide:
◦ At least two (2) other fundamental skills from hockey;
◦ At least two (2) different participant audiences
(children, masters, athletes with a disability, English as a
◦ Different teaching methods;
◦ Different venues with appropriate considerations for
safety & equipment.
Assessment - Planning
Paper or Electronic Diary
Make appointments with yourself to
commit to Coaching Sessions including
time for travel, preparation, conducting
session and packing up.
Diary reminders to communication preand post-session information
Personal Organising Tools
Access to & availability of equipment
(hire, purchase, borrow)
Hockey specific equipment
Maintenance, servicing and repair
Online Platforms include:
Mobile Apps for Group Communication include:
◦ Groupsite.com (http://www.groupsite.com/)
◦ Facebook.com (http://www.facebook.com/
◦ SportingPulse.com (http://www.sportingpulse.com)
◦ Twitter (http://twitter.com)
◦ WhatsApp (http://www.whatsapp.com/)
◦ Google+ Messenger
◦ TXT Message
◦ Electronic Calendar (MS Outlook)
Tools, Apps & Technology
Check the venue and equipment for
damage or deterioration and report where
appropriate to the responsible person.
Select and remove required equipment
Collect and store money for hire charges
and deposits and record details.
Issue correct and suitable equipment and
provide assistance with fitting and use
Set Up Session
Stages of Learning &
Code of Conduct / Behaviour for Coaches
Member Protection Policies
Anti-Bullying / Anti-Discrimination Policies
Ability to perform fundamental skills
including the core component of each skill
that is required to be performed.
v Skill Analysis
Review own coaching performance and
identify potential improvements;
Seek feedback from relevant stakeholders
(athletes, parents, officials, coaches) on
quality of coaching and areas for
Evaluate personal experience and
feedback from others to identify
opportunities for improvement.
Self-Evaluation Questionnaires following
the conduct of three coaching sessions.
Self Evaluation Questionnaires should be
submitted attached to the (1) Coaching
Session Plans and (2) Session Report &