design a basic sport program: coach workbook...design a basic sport program: coach workbook. version...

Version 1.3, 2007 © Coaching Association of Canada

Design a Basic Sport Program: Coach Workbook



TABLE OF CONTENTS 1 Introduction ........................................................................................................................1

1.1 Purpose of Document ................................................................................................1 1.2 NCCP Core Competencies ........................................................................................1 1.3 Learning Outcomes ...................................................................................................2 1.4 Overall Context..........................................................................................................2 1.5 Symbols ....................................................................................................................2 1.6 Workbook Topics .......................................................................................................2

2 Knowing Your Athletes and Your Program .......................................................................3 2.1 Who Are Your Athletes? .............................................................................................3 2.2 What Is Your Program Orientation? ...........................................................................4 2.3 How Is Your Program Set Up? ...................................................................................4 2.4 What Events Are There in Your Program? .................................................................5 2.5 What Are the Major Periods in Your Program?...........................................................7

3 Analyzing Your Program ....................................................................................................8 3.1 Number of Competition Days .....................................................................................8 3.2 Number of Practice Days ...........................................................................................8 3.3 Analysis .....................................................................................................................9

4 Reflecting on Your Program: Issues and Solutions .......................................................10 4.1 Issues and Solutions ............................................................................................... 11

5 Priorizing Abilities and Skills and Setting Training Objectives .....................................13 5.1 What Abilities and Skills Are Important in Your Sport? ..............................................13 5.2 What Abilities Can be Trained? ................................................................................13 5.3 What Is Your Athletes’ Entry Point?..........................................................................13 5.4 What Are Your Training Objectives? ........................................................................13

6 Linking Sport Programs and Practice Sessions ............................................................17 6.1 From Sport Program to Practice Session .................................................................17 6.2 Planning Your Practices for the Week ......................................................................22

7 Self-assessment ...............................................................................................................28

8 Action Card.......................................................................................................................30

9 Great Ideas .......................................................................................................................31



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Version 1.3, 2007 © Coaching Association of Canada Page 1

1 INTRODUCTION 1.1 Purpose of Document

q This Coach Workbook is your record of what you did and what you learned in the Design a Basic Sport Program workshop. The Coach Workbook has been designed to help you work on your own, after the workshop, to improve even more as a coach. We therefore recommend that you save your Workbook and consult it regularly to ensure continuous improvement of your coaching skills.

q This Workbook refers often to Reference Material, a document developed to deepen your knowledge of key coaching topics. You receive Reference Material along with this Coach Workbook when you register for the Design a Basic Sport Program workshop.

1.2 NCCP Core Competencies As you progress through this module, you will work on developing five core competencies that will help you become a more effective coach and have a more meaningful impact on athletes’ experience. The competencies are problem-solving, valuing, critical thinking, leadership, and interaction. Here are just some of the ways these competencies come into play in the Design a Basic Sport Program workshop:

Problem-solving

q Determine the structure of a program and the ratio of training to competition

q Identify options to enhance a program

q Identify training priorities and objectives at key points of the season

q Rank the training priorities outlined in a sample program and apply them to a program

Valuing

q Appreciate the need for a long-term approach to athlete development

q Ensure that the role of competitions is consistent with the long-term approach to athlete development

Critical Thinking

q Compare the structure and key features of a program with recommendations aimed at promoting athletes’ long-term development

q Identify specific actions needed to better align a program with the guidelines recommended for long-term athlete development

q Establish linkages between program priorities and practice planning

Leadership

q Formulate a vision for a program that promotes long-term athlete development

q Where appropriate, develop a rational for challenging the status quo regarding training and competition ratios and long-term athlete development

q Develop strategies to manage time and resources, given the need for a long-term approach to athlete development


Page 2 Version 1.3, 2007 © Coaching Association of Canada

Interaction

q Brainstorm with other coaches to develop strategies and plans for having a positive effect on long-term athlete development

1.3 Learning Outcomes After finishing this module, you will know how to design a basic sport program that meets the training and competition needs of your athletes. In particular, you will be able to:

q Develop a program structure based on opportunities for training and competition

q Establish indicators of athlete development in your program

q Develop practice plans that reflect seasonal training priorities

1.4 Overall Context This module is one of many offered in the National Coaching Certification Program (NCCP). For more information on the NCCP and the workshops it offers, visit http://www.coach.ca/eng/certification/index.cfm.

1.5 Symbols q You will find the following symbols in this Workbook:

1.6 Workbook Topics There are five topics on planning a training program in this workbook:

q Knowing your athletes and your program

q Developing a planning calendar

q Gathering program data

q Knowing the abilities and skills that are important in your sport

q Linking sport programs and practice sessions

This symbol means write your thoughts on your Action Card

This symbol means refer to the Reference Material



2 KNOWING YOUR ATHLETES AND YOUR PROGRAM 2.1 Who Are Your Athletes? Record essential information about your athletes in the form below.

Gender composition (check one)

All Female All Male Co-ed

( ) ( ) ( )

Number of athletes in each age group

Young children: 3-5 years Children: 6-7 years Children: 8-9 years Pre-puberty: 10-11 years Puberty, stage 1: 12-15 years Puberty, stage 2: 15-18 years Young adults: 19-22 years Adults: 22 years + Total

Male ________ ________ ________ ________ ________ ________ ________ ________ ________

Female ________ ________ ________ ________ ________ ________ ________ ________ ________

Within each age group, there are important differences

Height and weight Skill level Level of experience

Yes ( ) No ( ) Yes ( ) No ( ) Yes ( ) No ( )

Average number of years of training and competition in this sport, including the present year

_________

Note: If you coach athletes of various age groups, select one and refer to this group when you complete the exercises in this Workbook.



2.2 What Is Your Program Orientation? Given the athletes you coach, what should you emphasize most, and what should you try to achieve when you implement your program?

For each of the four categories below, choose the statement that best describes your program’s orientation in that area. Check only one statement for each category.

General Skill Development ( ) Have athletes experience new activities ( ) Promote the acquisition of basic

technical skills

( ) Improve athletes’ general abilities and their mastery of the activity

( ) Improve basic technical skills already acquired

( ) Identify athletes with the potential to perform at a higher level

( ) Encourage the acquisition of new technical skills that are complex or more advanced

( ) Have athletes specialize in a particular discipline or playing position

( ) Improve athletes’ ability to apply particular game plans or competitive strategies

Physical Conditioning Performance ( ) Improve athletes’ general physical

condition ( ) Give athletes the opportunity to gain

experience by taking part in competitions

( ) Improve athletes’ sport-specific physical condition

( ) Encourage the achievement of particular standards of performance

( ) Prepare athletes to achieve particular levels of performance in sport-specific physical tests

( ) Participate in competitions to win; win a championship

2.3 How Is Your Program Set Up? Note: For this step, you will need a calendar and your calendar of competitions, if it is available.

2.3.1 When Is the First Time You Supervise Your Athletes? What is the date of the first practice session in the program?

Month: _____________________ Day: ___________________

2.3.2 When Is the Last Time You Supervise Your Athletes? When is the last time you supervise your athletes (practice session or competition)?

Month: _____________________ Day: ___________________



2.3.3 How Many Weeks Are There between these Dates? _____________

2.3.4 What about Breaks or Interruptions in the Program? Write down the number of weeks when there are no practices or competitions (for example, Christmas vacation):

________

2.3.5 Can Your Program Start Earlier or Finish Later? Check off the answer that applies to your program:

q It is not possible for me to extend my program

q I could extend my program without too much difficulty by:

· Starting _____ weeks earlier

· Finishing _____ weeks later

2.3.6 What Is the Actual Length of Your Program? Write down the actual length of your program in weeks, taking into account all breaks or interruptions (2.3.4) and factoring in any program extension (2.3.5).

Date of start: _____________________ End: ______________________

Length, excluding breaks or interruptions: _________________ weeks

2.4 What Events Are There in Your Program? To complete this section, use the Planning Calendar Worksheet on page 24. If your competition calendar is available, use it too.

q Using the information from 2.3.6 on the start and end dates for your program, fill in the top line of the Planning Calendar Worksheet:

· First, write down the month when your program starts (for example, JAN for January, FEB for February).

· Then write down the date of the Monday in the first week of your program.

· Then write down the dates of all the Mondays in your program and indicate when the month changes.

q Your worksheet should now look like this example:

q Now indicate the important events in your program.



· In the Planning Calendar Worksheet, start by selecting the row corresponding to one type of event.

· Then put an X in every week for which this type of event is scheduled. If necessary, indicate the number of events of this type during the week (e.g. X2 for two events).

· Circle the most important events.

· For the type of event Others in the Planning Calendar Worksheet, create your own codes to identify other events, e.g. FR for fund-raiser or S for selection camp.

· If necessary, identify weeks when there are breaks or interruptions in your program.

· Repeat this step for every type of event.

q Your planning calendar should now look something like this:

Break: no practice sessions or competitions scheduled during this week

Important competition

Week when there are 2 such events



2.5 What Are the Major Periods in Your Program? Training programs are divided into these three periods:

q Preparation Period: The number of weeks between the first practice session and the first regular or official competition. Note: Preparatory or unofficial competitions at the beginning of the program should be considered part of the Preparation Period.

q Competition Period: The number of weeks between the first regular or official competition of your program and the last competition the athletes will take part in.

q Transition Period: The number of weeks between the last competition athletes will take part in and the last supervised contact you will have with them. Note: There may be no formal Transition Period in your program, for example, if there are no supervised practice sessions after the last competition.

To mark these periods on your planning calendar:

q Use the two rows at the bottom of the calendar labelled Period and Week.

q Block out each period and write the name of the applicable period in the first row.

Your planning calendar should now look something like this:



3 ANALYZING YOUR PROGRAM You will now use the information in your planning calendar to calculate different indicators for your program. These indicators include the number of competition days, the number of practice days, and the percentage of the training program devoted to competition.

3.1 Number of Competition Days Using the table below, calculate the number of competition days in your program. Count both preparatory and regular competition.

Identify the Number of Weeks in Your Program When There Are Competitions With: Partial Total

1 day of competition x 1 =

2 days of competition x 2 =






A: Number of competition days in your program (add all the numbers in the column Partial Total):

A =

3.2 Number of Practice Days Calculate the number of practice days in your program.

Period Length (Weeks)

Average Number of Practice Days per Week Partial Total

Preparation

x

=

Competition

x

=

Transition

x

=

B: Approximate number of practice days in your program (add all the numbers in the column Partial Total):

B =



3.3 Analysis For each statement in the column Key Element in Your Program in the table below, circle the entry in the column (A, B, or C) that best corresponds to the data for your program. For example, if your program is 26 weeks long, circle the Row 1 entry 20 and 32 in Column B.

Use the information in 2.5, 3.1, and 3.2 to do this analysis.

# Key Element in Your Program

Column A Column B Column C If your number

is less than If your number is

between If your number is more than

1 Length of your program in weeks 15

20 and 32 35

2 Length of the Preparation Period in weeks

6

7 and 15 16

3 Length of the Competition Period in weeks

6

7 and 20 20

4 Length of the Transition Period in weeks

2

3 and 4 6

5 Number of competition days 5

6 and 20 20

6 Average length of a practice in the Preparation Period

60 minutes 75 and 120 minutes

150 minutes (2½ hours)

7 Average number of training days per week in the Preparation Period

2 2 and 4 5

8 Average length of a practice in the Competition Period

60 minutes 75 and 120 minutes

150 minutes (2½ hours)

9 Average number of practice days per week in the Competition Period

2 2 and 4 5

10 Percentage of training program devoted to competition*

10%

20-35% 40%

11 Percentage of training program devoted to practices*

60% 65-80% 85%

*To calculate these percentages:

q Total number of program days = Total number of competition days (A) plus Total number of practice days (B).

q Percentage of training program devoted to competition = Number of competition days divided by Total number of program days, expressed as a percentage.

q Percentage of training program devoted to practices = Number of practice days divided by Total number of program days, expressed as a percentage.



4 REFLECTING ON YOUR PROGRAM: ISSUES AND SOLUTIONS

In 3.3, you circled entries in columns A, B, or C that best corresponded to the data for your program. For most programs, sports, and age groups:

q Circling an entry in Column A means your program is asking too little of your athletes

q Circling an entry in Column B means your program is appropriate for your athletes

q Circling an entry in Column C means your program is asking too much of your athletes

Based on the data about your program in 3.3 and what you’ve learned about long-term athlete development, assess whether your sport program:

( ) Features training and competition opportunities that promote your athletes’ development

( ) Contains significant gaps as far as opportunities for athletic development are concerned

I think this happens because:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

How do the major orientations of your sport program (2.2) compare with the model for long-term athlete development that you’ve learned about in this workshop?

( ) They seem appropriate

( ) They should be revised

Because … _________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________



4.1 Issues and Solutions The table below proposes two or more solutions for a number of issues common to sport programs. Which solutions seem most appropriate for your program? How would you implement these solutions? After you’ve had a chance to discuss these solutions with other coaches, identify other possible solutions, and record them in this table.

Possible Issue in Sport Program Solutions to Consider

( ) The program is too short to allow any significant athletic development in your sport or discipline (see #1 in 3.3)

q Encourage athletes to participate in other sports with similar demands and in other sports that may help them develop other types of skills

q Enrol athletes in sport schools or camps so that they continue their development and avoid losing too much sport fitness

q q q

( ) The Preparation Period is too short (see #2 in 3.3)

q Extend the Preparation Period by starting practices earlier before the first regular competitions

q Use some of the early season competitions as a continuation of the Preparation Period where results aren’t too important

q q q

( ) There isn’t enough competition (see #3, #5, and #10 in 3.3)

q Include simulated competition in your practice sessions q Organize friendly or unofficial competitions q q q

( ) Practice sessions are too short (see #6 and #8 in 3.3)

q Do the general warm-up before you go onto the field or into the facility

q Train the motor abilities (agility, balance, coordination, etc.) or some physical abilities (flexibility, endurance, strength) outside practice sessions so that you can spend as much of the available time as possible on sport-specific activities

q Create workstations or circuits that enable a larger number of athletes to be active at the same time

q q q



Possible Issue in Sport Program Solutions to Consider

( ) There isn’t enough practice or preparation time to enable significant athletic development in the sport or discipline; not enough training opportunities between competitions (see #2, #7, #9, and #11 in 3.3)

q Extend the Preparation Period; i.e. begin practices earlier in the program

q Use some of the early-season competitions as a continuation of the Preparation Period where results aren’t too important

q Increase the number of practice sessions between competitions q Provide athletes with programs for activities they can do on their

own between practice sessions so that you can focus on important sport-specific elements during practice sessions

q Don’t let performance in the most recent competition or preparation for the next competition dictate all the content of the practice sessions; put the content of practices in a longer term perspective (several weeks or the season)

q q

( ) The Competition Period is too long; too many competitions in the program; too many “important” competitions (see #3, #5, and #10 in 3.3)

q Talk to other coaches and administrators responsible for the competition structure and try to reduce the length of the program and the number of competitions

q When possible, consider not taking part in certain competitions q Rest some athletes by withdrawing them from certain

competitions or not registering them, and give other athletes chances to get competitive experience

q Consider some early-season competitions as part of the Preparation Period where results aren’t too important (for example, early-season wins get fewer points than wins after a certain date)

q Priorize competitions and focus on those that lead to the next stage in the development process

q q

( ) Practice sessions are too long (see #6 and #8 in 3.3)

q If possible, reduce the length and increase the frequency of practices

q If you can book only long periods of time in facilities, include frequent breaks during practices and plan fun activities

q q q

( ) Practice sessions are too frequent (see #7 and 9 in 3.3)

q To avoid fatigue, alternate hard training days with easy days during the week

q Build in a rest day every 2-3 days of practice q Build in an easy session or a rest day the day after a

competition, especially if the competition is particularly demanding

q Avoid planning a tough practice session the day before a competition

q q



p. 9-12

5 PRIORIZING ABILITIES AND SKILLS AND SETTING TRAINING OBJECTIVES

5.1 What Abilities and Skills Are Important in Your Sport? q Refer to the table Importance of Physical and Motor Abilities by Sport Family in the

Reference Material. If necessary, refer to page 9 for definitions of the physical and motor abilities mentioned in this table.

q Identify the physical and motor abilities shown as having Very High, High, or Moderate importance in your sport.

q Check off the physical and motor abilities you have just identified in Column 1 of the following table, Ranking Athletic Abilities and Skills.

5.2 What Abilities Can be Trained? q Refer to pages 13 and 14 of the Reference Material.

q For each physical and motor ability checked off in 5.1:

· Put a tick mark in Column 2 for abilities that can be trained, given your athletes’ age.

· Put an X in Column 2 for abilities that should not be trained, given your athletes’ age. Do this even for abilities of High or Moderate importance in your sport.

5.3 What Is Your Athletes’ Entry Point? Take a few minutes to think about the entry point of most of the athletes in your program. From the options below, check ALL that apply.

During the 2-3 months before the start of your program, your athletes:

q Don’t do any particular type of training

q Don’t do any organized sport, but do a little bit of physical conditioning on an irregular basis

q Don’t do any organized sport, but do serious physical conditioning on a regular basis

q Train and compete in another sport

q Train and compete in a similar sport

q Train and compete in the same sport

5.4 What Are Your Training Objectives? q Think about the entry point of most of your athletes (see 5.3).

q Review these definitions of training objectives:

· Physical and Motor Abilities: Development (try to improve) or Maintenance (keep at same level).

p. 13 and 14



· Technical/tactical skills: Acquisition (patterning movements), Consolidation (correct execution in variable conditions), or Refinement (minor improvements).

q For each athletic ability or skill of Very High, High, or Moderate importance that can be trained by athletes of the age you coach (see 5.2), use the definitions above to:

· Specify training objectives for the start of your program. Record these objectives in Column 3 of the table Ranking Athletic Abilities and Skills.

· Specify training objectives for the middle of your program. Record these objectives in Column 4 of the table Ranking Athletic Abilities and Skills.

· Specify training objectives for the end of your program. Record these objectives in Column 5 of the table Ranking Athletic Abilities and Skills.

Ranking Athletic Abilities and Skills

Section 5.1 5.2 Section 5.4 Column 1 C2 Column 3 Column 4 Column 5

Very High, High or Moderate Importance

√ or X

Training Objectives: Start of Program

Training Objectives: Middle of Program

Training Objectives: End of Program

Physical Ability

( ) Speed

( ) Speed-Endurance

( ) Aerobic Endurance*

( ) Aerobic Power*

( ) Maximum Strength

( ) Speed-Strength

( ) Strength-Endurance

( ) Flexibility

Motor Ability ( ) Agility

( ) Balance

( ) Coordination

Technical/Tactical Skills

( ) Basic Technical Skills

( ) Basic Tactical Skills

( ) Variations of Basic Technical Skills

( ) Variations of Basic Tactical Skills



p. 15-23

Section 5.1 5.2 Section 5.4 Column 1 C2 Column 3 Column 4 Column 5

Very High, High or Moderate Importance

√ or X

Training Objectives: Start of Program

Training Objectives: Middle of Program

Training Objectives: End of Program

( ) Advanced Technical Skills

( ) Advanced Tactical Skills**

Mental Skills (as appropriate)

( ) Attentional Control

( ) Emotional Control

( ) Goal Setting

* These two terms are used only with endurance sports. For all other sports, the broader term aerobic stamina is used.

** Advanced tactical skills may include the development of game plans, competition plans, choreography, decision-making, etc. What these skills are called varies from sport to sport.

5.4.1 Accounting for the Entry Point of Most Athletes Athletes’ entry points affect training objectives for the start, middle, and end of sport programs:

q Recall the information on entry points in 5.3.

q Examine the sample program for your sport or sport family in the Reference Material.

q Use the table below to see if you need to modify the objectives in the table Ranking Athletic Abilities and Skills.

If Your Athletes Did This in the Two or Three Months before the Start of Your Program…

Then Use These Training Objectives

q Didn’t do any particular training q Didn’t do any organized sport, but did

some physical conditioning from time to time

q Objectives in the table Ranking Athletic Abilities and Skills as they are

q Didn’t do any organized sport, but did regular, serious physical conditioning

q Trained and competed in another sport q Trained and competed in a similar sport

q For physical and motor abilities, use the objectives of weeks 6 to 8 of the sample program for your sport or sport family from the start

q For skills and sport-specific technical/tactical elements, use the objectives in the table Ranking Athletic Abilities and Skills as they are

q Trained and competed in the same sport q Priorities and objectives for weeks 10 to 12 of the sample program for your sport or sport family right from the start



p. 15-23

5.4.2 Critical Reflection Review the sample program in the Reference Material for your sport group. How does this program differ from the one you’ve developed in this workshop?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

5.4.3 Action Card On your Action Card, note the changes that you would make in the future with regard to training priorities and objectives at the beginning, in the middle, and at the end of your program.



p. 17-23

p. 24

p. 25

6 LINKING SPORT PROGRAMS AND PRACTICE SESSIONS The sport programs that you’ve read about and the one you’ve designed for your program show how training priorities and objectives change over the course of a program. This section describes how to use this information about the program to choose the content of individual practice sessions.

In particular, this section presents a step-by-step process for linking your program’s orientation to the activities in a practice.

6.1 From Sport Program to Practice Session

6.1.1 Identify the Athletic Abilities to Train during the Week q Review the sample programs on pages 17-23 of the Reference Material and

choose the one best suited to your sport program.

q Choose one week of this sample program (e.g. Week 14).

q Identify a maximum of five athletic abilities or skills to train in this week.

q Now, enter this information in the first column of the Abilities to Train Worksheet on the next page.

6.1.2 Identify the Training Objectives for the Week q For each athletic ability or skill you entered in Column 1 of your Abilities to Train

Worksheet, use the colour code from the sample program you chose in the Reference Material to specify the training objective associated with that ability.

q Enter this information in the second column of your Abilities to Train Worksheet on the next page.

6.1.3 Identify Types of Exercises for the Week q Refer to the table on page 24 of the Reference Material.

q For each combination of athletic ability and training objective in your Abilities to Train Worksheet, identify the most appropriate types of exercises for that week.

q Put a check mark beside this type of exercise in the third column of your Abilities to Train Worksheet.

6.1.4 Identify Practice Conditions for the Week q Do this only for sport-specific skills and technical/tactical elements.

q Refer to the table on page 25 of the Reference Material.

q For each combination of athletic ability and training objective in your Abilities to Train Worksheet, identify the recommended practice conditions.

q Enter this information in the third column, under Practice Conditions, in your Abilities to Train Worksheet.



6.1.5 Identify the Number of Training Sessions for the Week q Refer to the Training Methods Table on page 26 of the Reference Material.

q For each athletic ability and training objective in your Abilities to Train Worksheet, do the following:

· Choose the number of training sessions per week.

· Decide on practice length. Do not choose less than the minimum time shown in the Training Methods Table.

q Enter this information in the fourth column of your Abilities to Train Worksheet.

6.1.6 Comparing Time Required with Time Available q For each athletic ability and training objective in your Abilities to Train Worksheet,

calculate the training time for the week and enter it in Column 4.

q Add up all the training times in Column 4 of your Abilities to Train Worksheet and enter this number at the bottom of the Worksheet.

q This represents the total training time required for the week in an ideal coaching situation.

q Use the data in 3.1 and 3.2 to calculate the total training time available. Do this by multiplying the number of training days per week by the average length if a practice for the appropriate period (preparation, competition or transition).

q Compare the total training time required with the total training time available:

· If the total training time required is less than the total training time available you need to reconsider your decisions about the number of training sessions or practice length or both. See 3.2 and 3.3.

· If the total training time required is more than the total training time available you need to decide how to make the best use of training time. See 6.1.7.

6.1.7 Making the Best Use of Training Time If the total training time required is more than the total training time available, you need to decide how to make the best use of training time. Making the best use of training time is all about deciding which athletic abilities to focus on. Here are some questions that will help you make these decisions:

q Can athletes train certain athletic abilities on their own, outside your practice sessions, or before or after the sessions? If your answer to this question is Yes, devote more of the training time available to other athletic abilities. Athletic abilities that lend themselves well to individual training include flexibility, aerobic endurance, and strength-endurance. If you decide to do this, ensure that your athletes train as required and that they use the right training methods.

q Is it possible to combine the training of certain athletic abilities in your sessions? If your answer to this question is Yes, adapt your activities accordingly. See page 28 of the Reference Material for some suggestions on how to do this.

p. 26

p. 28



q Is there still a gap between the total training time required and total training time available? If athletes can’t train enough on their own and you can’t combine the training of certain athletic abilities in your sessions, there may still be a gap between total training time required and total training time available. In such cases, you will need to focus on the most important athletic abilities, and you will need to do a good job developing them. If you do this, your athletes’ progress may be affected.



Abilities to Train Worksheet Sport: _________________________

Week # __________ of the sample program

Column 1 Column 2 Column 3 Column 4

6.1.1 Athletic Abilities to Train*

6.1.2 Training Objectives*

6.1.3 Types of Exercises** 6.1.4 Practice Conditions**

6.1.5 Number of Training Sessions*** 6.1.6 Time Required***

1. ( ) General exercises ( ) Specific exercises ( ) Competition exercises Practice Conditions:

____ sessions/week X ____ minutes/session = ________ h : min

2.

( ) General exercises ( ) Specific exercises ( ) Competition exercises Practice Conditions:


3.





Column 1 Column 2 Column 3 Column 4

6.1.1 Athletic Abilities to Train*

6.1.2 Training Objectives*

6.1.3 Types of Exercises** 6.1.4 Practice Conditions**

6.1.5 Number of Training Sessions*** 6.1.6 Time Required***

4.



5.



Total training time required for the week

_______________ h : min

*p. 17-23, Reference Material.

**p. 24-25, Reference Material.

***p. 26, Reference Material.



6.2 Planning Your Practices for the Week Use the approach in 6.1 to choose the content and priorities for the sample training week you chose from the Reference Material:

q For each practice session, enter the following information in the Planning a Practice Session Worksheet on the next page:

· The athletic abilities to train

· The training objectives

· The types of exercise

· Practice conditions

· Number of training sessions per week

· Practice length



Planning a Practice Session Worksheet Coaching priorities during the week Week from ___________ to ___________ Phase: _______________________ Training focus for the week: Practice #1 Date: Training Description

Physical ability

Motor ability

Skill ability

Activities

Time

Practice conditions

Objective

Practice #2 Date: Training Description

Physical ability

Motor ability

Skill ability

Activities

Time

Practice conditions

Objective

Practice #3 Date: Training Description

Physical ability

Motor ability

Skill ability

Activities

Time

Practice conditions

Objective

Total minutes: _______ Total minutes: ________ Total minutes: _____ Practice session 1 Practice session 2 Practice session 3



Planning Calendar Worksheet

Note: Regular comp. refers to regular competitions. Preparat. comp. refers to preparatory competitions or pre-season competitions.



Calendar for 2010

January 2010 February 2010 March 2010

Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 1 2 3 4 5 6 1 2 3 4 5 6

3 4 5 6 7 8 9 7 8 9 10 11 12 13 7 8 9 10 11 12 13

10 11 12 13 14 15 16 14 15 16 17 18 19 20 14 15 16 17 18 19 20

17 18 19 20 21 22 23 21 22 23 24 25 26 27 21 22 23 24 25 26 27

24 25 26 27 28 29 30 28 28 29 30 31

31

April 2010 May 2010 June 2010

Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1 2 3 1 1 2 3 4 5

4 5 6 7 8 9 10 2 3 4 5 6 7 8 6 7 8 9 10 11 12

11 12 13 14 15 16 17 9 10 11 12 13 14 15 13 14 15 16 17 18 19

18 19 20 21 22 23 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26

25 26 27 28 29 30 23 24 25 26 27 28 29 27 28 29 30

30 31

July 2010 August 2010 September 2010

Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1 2 3 1 2 3 4 5 6 7 1 2 3 4

4 5 6 7 8 9 10 8 9 10 11 12 13 14 5 6 7 8 9 10 11

11 12 13 14 15 16 17 15 16 17 18 19 20 21 12 13 14 15 16 17 18

18 19 20 21 22 23 24 22 23 24 25 26 27 28 19 20 21 22 23 24 25

25 26 27 28 29 30 31 29 30 31 26 27 28 29 30

October 2010 November 2010 December 2010

Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1 2 1 2 3 4 5 6 1 2 3 4

3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10 11

10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18

17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25

24 25 26 27 28 29 30 28 29 30 26 27 28 29 30 31

31



Calendar for 2011



1 1 2 3 4 5 1 2 3 4 5

2 3 4 5 6 7 8 6 7 8 9 10 11 12 6 7 8 9 10 11 12

9 10 11 12 13 14 15 13 14 15 16 17 18 19 13 14 15 16 17 18 19

16 17 18 19 20 21 22 20 21 22 23 24 25 26 20 21 22 23 24 25 26

23 24 25 26 27 28 29 27 28 27 28 29 30 31

30 31


Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1 2 1 2 3 4 5 6 7 1 2 3 4

3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11

10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18

17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25

24 25 26 27 28 29 30 29 30 31 26 27 28 29 30


Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1 2 1 2 3 4 5 6 1 2 3

3 4 5 6 7 8 9 7 8 9 10 11 12 13 4 5 6 7 8 9 10

10 11 12 13 14 15 16 14 15 16 17 18 19 20 11 12 13 14 15 16 17

17 18 19 20 21 22 23 21 22 23 24 25 26 27 18 19 20 21 22 23 24

24 25 26 27 28 29 30 28 29 30 31 25 26 27 28 29 30

31


Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1 1 2 3 4 5 1 2 3

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10

9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24

23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31

30 31



Calendar for 2012



1 2 3 4 5 6 7 1 2 3 4 1 2 3

8 9 10 11 12 13 14 5 6 7 8 9 10 11 4 5 6 7 8 9 10

15 16 17 18 19 20 21 12 13 14 15 16 17 18 11 12 13 14 15 16 17

22 23 24 25 26 27 28 19 20 21 22 23 24 25 18 19 20 21 22 23 24

29 30 31 26 27 28 29 25 26 27 28 29 30 31


Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1 2 3 4 5 6 7 1 2 3 4 5 1 2

8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 9

15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16

22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 23

29 30 27 28 29 30 31 24 25 26 27 28 29 30


Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1 2 3 4 5 6 7 1 2 3 4 1

8 9 10 11 12 13 14 5 6 7 8 9 10 11 2 3 4 5 6 7 8

15 16 17 18 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15

22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22

29 30 31 26 27 28 29 30 31 23 24 25 26 27 28 29

30


Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1 2 3 4 5 6 1 2 3 1

7 8 9 10 11 12 13 4 5 6 7 8 9 10 2 3 4 5 6 7 8

14 15 16 17 18 19 20 11 12 13 14 15 16 17 9 10 11 12 13 14 15

21 22 23 24 25 26 27 18 19 20 21 22 23 24 16 17 18 19 20 21 22

28 29 30 31 25 26 27 28 29 30 23 24 25 26 27 28 29

30 31



7 SELF-ASSESSMENT This self-assessment will allow you to reflect on your current coaching practices. The items that are listed in the self-assessment are the evidences that an Evaluator will be looking for during assignments and observations. They will help determine if you have the required abilities/competencies. The self-assessment form will help you identify areas of strength and areas for improvement.

Rate your ability to design a basic sport program. For each statement presented below, circle the number that best represents whether you achieve the statement (Never, Sometimes, Often, Always).

DATE:_____________________

I structure my yearly or seasonal training plan by… Never Some-times Often Always

Identifying the schedule of competitions during the year or season 1 2 3 4

Identifying the total number of competitions in the year or season 1 2 3 4

Organizing the plan into appropriate periods (preparation, competition, and transition) 1 2 3 4

Indicating the length of each period 1 2 3 4

Identifying the number of training sessions in each period 1 2 3 4

Identifying the length and frequency of training sessions in each period 1 2 3 4

Priorizing competitions during the year or season in terms of their importance 1 2 3 4

My seasonal plan promotes athlete development because I have… Never Some-

times Often Always

Calculated the ratio of training to competition opportunities 1 2 3 4

Determined whether the athlete’s training-to-competition ratio is consistent with growth and development norms 1 2 3 4

Reflected on whether there are enough training opportunities to develop the athlete’s potential 1 2 3 4

Adjusted my program to ensure an appropriate training-to-competition ratio, given the norms for long-term athlete development

1 2 3 4

Used suitable measures to analyze changes in athlete performance or biological age 1 2 3 4

Decided when to develop or maintain skills, tactics, and abilities throughout the year or season 1 2 3 4

Chosen training objectives that develop skills, tactics, and athletic abilities and integrated them into each week of the plan 1 2 3 4



Determined which athletic abilities should be priorized based on the “optimal windows of trainability” identified in the long-term athlete development model

1 2 3 4

I integrate seasonal training priorities into practice plans by… Never Some-

times Often Always

Identifying training objectives that develop athletic abilities 1 2 3 4

Priorizing the skills, tactics, and athletic abilities taught in each practice on the training time available during the week 1 2 3 4

Designing activities that train athletic abilities while practising skills or tactics 1 2 3 4

Sequencing activities within the practice to maximize the development of athletic abilities and the learning of skills 1 2 3 4

Designing practices to enhance long-term athlete development rather than the achievement of short-term outcomes 1 2 3 4

Designing activities that optimize the “trainability” of athletic abilities and skills 1 2 3 4

Providing variations or modifications to meet individual development needs 1 2 3 4



8 ACTION CARD Date: ______________________________ Location: ___________________________

I will START…

I will STOP…

I will CONTINUE…



9 GREAT IDEAS

For coaching tips and more information about coaching

workshops, visit the Coaching Association of

Canada website at:

www.coach.ca

New friends in coaching from this workshop…

design a basic sport program: coach workbook...design a basic sport program: coach workbook. version...

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