NCCP Teaching and Learning

Source: My personal notes from course taught by Adam Ziegler - football and multi sport

Learning outcomes: implement organized practice and make interventions to promote learning/development.

NCCP Core Competencies

Problem-solving

• Analyze a hypothetical or simulated teaching situation and identify aspects that need improvement.

Valuing

• Develop a teaching approach based on the participant’s needs.
• Provide constructive and positive feedback.
• Create respectful and inclusive environments that facilitate learning and development.

Critical thinking

• Reflect on the meaning of effective teaching and the factors that promote learning.
• Examine current knowledge, skills and attitudes.
• Assess whether and how feedback provided is consistent with guidelines to promote learning.
• Observe and critique a simulated demonstration.

Leading

• Appreciate the effect that good organization, clear expectations, effective demonstrations, interventions that target specific factors, and quality feedback have on learning and development.

Interacting

• Brainstorm and work collaboratively with other coaches to complete specific tasks.
• With other coaches, role-play a coaching situation involving a coach, a participant and an observer

Motivations

Why I coach? Share my sport experience that was taught to me by my coaches. It is rewarding to see athletes improve in the sport and stay in sport to stay healthy.

My goals as a coach? Recreational - Make sure athletes have fun. Teach so that athletes can learn new skills, abilities and improve/maintain existing ones.

From discussion:

• Inspire for active for life
• Help people overcome fears of being in sport later life
• “Happy athlete is a fast athlete”. Make sure people have fun
• Teach life lessons:
  • Self confidence
  • Ethics
  • Find a social plan they belong

My strengths Good lesson planning. Recreational athlete throughout my career. Good with children, especially 1 on 1. Training in mental health.

Who did you learn from? My head coach, mentor coaches. My masters coaches. Learn a lot from my other sports coaches.

Coaching - Teaching - Learning

Coaching

• Approach to managing and improving people’s performance and capabilities
• Lead and engaging people
• Professional
  • Sport
• Interpersonal
  • Model “pro-social” behaviour
• Intrapersonal
  • Reflection, self-regulation
• Coach = teacher and learning
• 4 C’s Improve participants, place learner at centre:
  • Competence: in sport and ability to master skills
  • Confidence: success in sport
  • Connection: all people in sport environment
  • Character: model sports behaviour, rules, empathy, honesty
    • Respect people (athletes, referees)

How do you build these 4 C’s?

• Competence
  • Coach must show up organized
  • Athlete appropriate
• Confidence
  • Positive feedback with corrections
  • Participation is growth
  • Show confidence as a coach, attitude
• Connection
  • Large teams - take time to make individual connections, ask about their out of sport life
  • Promote volunteering in the sport community
  • Talk to everyone, parents, athletes
• Character
  • Show same attitude to all athletes
  • Tie learning back to life lesson

Teaching

• Hands on implementation of coaching people to learn something
• A specific skill

Learning

• Getting new ideas, concepts, skills, abilities
• Enable athletes/teams be the best they can be

Cycle

Planning > Actions > Intervention (Action > Observation > Feedback > Adaptation) > Debrief and reflect

learning and teaching cycle

Actions

• explanations and demonstrations
• media
• drills
• experiential learning
• peer teaching
• teaching games for understanding
• play

Foundations

• Competence, confidence, connection, character
• Positive learning environment

Growth Mindset

Talent isn’t everything. Ability and knowledge can be developed. Keep a growth mindset which assume all things can be improved always. It results in:

• Embrace challenges
• Learn from criticism and failure
• You put effort and never give up and constantly seek improvement
• Talent is developed
• Focus on process

Growth mindset: fixed mindset versus growth

Know your participants

Consideration includes socio-economic, developmental stage, disabilities, abilities, emotional intelligence, mental health, gender, culture, sport motivation

• Develop person centered learning
• Promote healthy, positive experience
• Use neutral, easy to understand language
• Model ideal behaviour

From Plan to Action

• Balance: engaging, challenging, and safe
• Learning tools: is a spectrum, ranges from coach directed to athlete discovery

Teaching tool spectrum

• Formations and participant positioning: where athletes and coaches are
• Adaptions

Drills, Explanations, and Demos

• Demonstrate - demo different levels, check specific variables
• Drills - adding drills to develop specific skills
• Explanation: ask athlete if they can make a change and understand what to do

Media, Peer, Experiential Learning

What is the topic?

• Media: videos, image, presentation
• Peer teaching: participants teach each other
• Experiential learning: do, observe, think, and reflect

How would you use it in your sport?

• Game footage, video review
• Basketball - “Homecourt” app; AI assisted recording of shots; scenario suggestions
• Cheerleader - online skill database
• Peer: athletes coach, light spot, more experienced athletes teach less experienced ones
• Experiential: stick it
  • Competence: Constant checking
  • Observe: landing

How would you increase competence, confidence, connection, character? How would you improve the athlete performance?

Play and Teaching games for understanding (TGfU)

• Game: simple game to repeat a skill, debrief activity
  • Ask is it age/level appropriate?
• Play: unstructured time
  • No set rules
  • Force rules, boundaries

Challenge Zone

How to find challenge zone? if athlete completes something 2 twice successfully, they may need more difficulty.

anxiety to challenge zone to boredom

Intervention pathways

Types of Pathways

Workbook page 26

Approaches

Environment

How to adapt it for practices?

• Jungle
  • Water/food station
  • More frequent breaks
  • Modify practice plan for environment (time of practice)
  • Emergency action plan (EAP) - recreate plan for local risks
  • Safety of equipment
  • Need indoor facility for rain, flat surface
  • Athlete is in a different environment than they are used to
  • Risk management:
    • Reduce difficult of progressions
    • Check environmental risks - free of hazards
• Desert
  • Bring a tent
  • Clothing, sun screen
  • Generator, fan
  • First aid
  • Reschedule practice time based on temperatures
  • Risks:
    • Wild life, risk of bites
    • Weather
• Mountain
  • Adjust activities
  • Weather can change quickly and needs to be monitored
  • Oxygen levels, acclimatization
  • Wind
    • different equipment to compensate
    • communication aids (megaphone, relaying)
  • Sun direction

Psychological considerations for safety, Positive Learning Environment

• Rules

  • Be consistent, set of rules and consequences known to participants

• Values

  • Positive tone

• Routine

• Rule of Two - never be alone with an athlete. At least another screened coach / adult are present. Ensure gender of participants are considered for screened adults.

Micro teaching

Task: in your breakout groups, coaches turn on their cameras and communication on verbally. You teach your breakout partner 2 skills from you sport i.e. Boxing, stance and jab. When you have finished having them do the skills, have them turn their cameras on and provide positive, meaningful feedback, switch roles

1. Motorcycle landing
   1. Body weight position
2. Straight Jump
   1. Repetitions good
   2. Language appropriate

Reflection

What worked well?

What could be improved?