EDGU1005 notes
Developing 4C’s
 coaches need to develop these variables in a learning environment to ensure athlete
progression and success
 Competence
- Technical skills
- Tactical skills
- Physical skills
 developed through various means (skill development =
technical/tactical/physicsal skills)
 assessed by performance outcomes from drills
 Confidence
- Belief of individuals ability to succeed
- Long term sports experience
- Provide opportunities and experience to athlete
- Positive reinforcement
- Assessed via competitive state anxiety
 Connection
- Listen to each other
- Have mutual respect
- Learn and grow together
- Important  develop strong relationships  connection = trust
- Assessed  CART-Q questionnaire
 Character
- For player  sportsmanship
- Coach  be good example, set high expectations
Motivating youth in sports
 What motivates young people?
- New friends
- Get in shape
- Fun  younger athletes focus on fun
- Learn new skills
 can have multiple motivators at one time
 motivations can change overtime, as they progress and grow in time
- Starts from emotional (I love) to rational (I see benefit)
Motivation
• refers to an internal state which drives an athlete to achieve a certain goal —> motivated
athlete = more likely to succeed due to commitment to training/performance
• Can other be positive/negative and intrinsic/extrinsic
Positive and negative
Positive motivation
• refers to the desire to be successful to experience an award for good performance.
• e.g., positive reinforcement (family, friends, coaches etc.), incentives (financial, trophy
etc.), self-satisfaction
• More effective than negative motivation
- Golfer wants to do well to win a trophy
Negative motivation
• refers to the desire to be successful with the aim to avoid punishment for poor
performance.
• E.g. cut from the team, extra exercise, loss of sponsorship, being benched
• Some players may respond to NM, long-term effects of NM = destruction of confidence,
belief in oneself, fear of risk taking —> poorer performance
- Boxer needs to be aware to avoid getting punched in face
Intrinsic and extrinsic
Intrinsic motivation
• refers to motivation that comes from within the athlete - self generated
• Self-sustaining and arises from personal expectations and goal setting
• Preferred type of motivation over extrinsic because athlete becomes their own driving
force = not reliant on external factors —> better performances
- 100m athlete wants to beat PB —> athlete will gain intrinsic satisfaction.
Extrinsic motivation
• Refers to motivation that comes from an external source
• Coaches, money, crowd, sponsorship, praise etc.
• Does not promote longevity as external factors are not always available
- boxer wants to win because he gets paid more money.
Motivation is generally a combination of positive/negative and intrinsic/extrinsic.
1. Positive + intrinsic - golf player practising every day to get a hole in one, goal that they set
out to achieve  best outcome
2. Positive + extrinsic - an Olympian striving to win the 100m sprint to win a gold medal
3. Negative + intrinsic - athlete telling themselves that if they do not run 1km in 5 minutes
they will not be chosen for the rugby team
4. Negative extrinsic - coach tells team, who ever does not score at least 5 points, will be cut
Self-determination theory
 Human behaviour is driven by 3 basic needs  coach needs to meet these needs for
the athlete in the sport
- Strive to achieve these 3 needs in sport environment
- Different with each athlete  motivation is individualised
 More effective coach meets these 3 factors = positive experience of athlete 
greater retention
1. Competence  effective in dealing with current environment
o Create training environment where athlete is engaged and challenged
o Task is achievable  gain competence
o Feedback important for developing competence
2. Autonomy  control over their life
o Seeking input from athlete in decisions with training/tactics etc
o Engaging in problem solving activities
o Relevant to level/age/experience of athlete
3. Relatedness/relationships  have close relationship with others
- Coach and athlete interpersonal relationship
- Fostering positive relationship between athletes (individual/team sport)
o Achieved by: actives
o Language coach use
o How you role model relationships
o Encouraging sportsmanship
o Team bonding exercises  off field activates
Flow experience
 Find balance between fun and challenge in training sessions meet need of athlete
= flow state
- If not challenging  athlete become bored
- To challenging  athlete becomes overwhelmed and anxious
 Level of activation varies between sports  depending on sport requirements
Why Athletes quit sport
 Majority in 13 – 17
 Reasons:
Found something more interesting  another sport/hobby, school workload
too much
- Didn’t get to play enough  training (too much drill and skill), competition
(benched)
- Boring (training not challenging enough)
- Parental and coach expectations  becomes to great
- Didn’t like coach  behavioural aspect of coach is primary reason for youth
drop out in sport  athlete may feel coach didn’t understand them,
focused too much on winning, didn’t have fun training, or didn’t have same
goals
Important to consider stand by time in training and competition  ensure
participation long and short term
Find balance  enough challenge so each athlete is engaged + enough variation so
athlete not bored
Ensure coaches goals align with athlete goals
- Participation team  goal must be for social fun
- Elite team  goal is performance and winning
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Goal setting
• Goal setting improves athletes motivation and allows them to take responsibility of their
own success.
• Short/long term goals
- Short (process) —> achieved within a short time frame, stepping stones for LT goals. 
running a pb
- Long (outcome) —> achieved over a long period of time, end point/ultimate outcome. 
making olympic team
• Behavioural or performance
- behavioural - attitude towards training or competition, punctual to trainings.
- Performance - directly towards the performance of the athlete, lifting 5kg more.
• Goals should be set using ‘SMART’ method to be effective - specific, measurable,
achievable, realistic and timely.
Developing growth mindset
 Fostering believe that individual skill and ability can be improved with effort and
persistence
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Developing growth mindset = significant performance improvements
Positive praises and constructive criticism  important for growth mindset
- Good job, I like what you did
- That was so much better. Try this to perfect it …
 praise for effort, process and strategy
 stay away from praising raw ability  didn’t work for it
Coaching effectiveness
Coaching effectiveness
 Athlete level of achievement
 Athlete enjoyment/Satisfaction
 Coach’s experience
Cote and gilbert (2009)  holistic measure of effectiveness
1. Coaches’ knowledge
- Professional knowledge  technical, tactical, mental, training, nutrition
- Interpersonal knowledge  individual and group interactions (children –
adults)
- Intrapersonal knowledge  self-reflection and evaluation.
2. Ability to improve athletes’ outcomes  4C’s
- Competence  skills, health, fitness, performance
- Confidence  positive self-worth
- Connection  bonds and social relationships
- Character  respect for the sport and others
3. Good coaching within the context
- Adapt coaching style to meet athlete depending the context  kids with elite
athlete
Effective coaching behaviours (Cote and Sedgwick, 2003)
 Planning
- Systematic, short and long term, initiative, plan for unexpected
 Create positive learning environment
- Structured and competitive training session  hard work, foster motivation,
positive feedback
 Setting goals
- SMART goals
- Personalised to athlete
 Building confidence
- Coaches’ consistency, frequent positive feedback, authentic feedback
 Teach skills effectively  break down skill and deliver lesson,
 Recognise individual differences  adapt coaching to meet needs of individuals
 Establish positive relationship with each athlete
Effective coaching qualities (schempp and mcCullick, 2010; Tan 1997; Webster, 2006)
 Hard working
 Patient, kind and honest
 High moral and ethical standards
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Relevant qualification
Leadership
Enthusiastic
Use key works or cues
Use of questions  gage level of understanding and problem solving ability
Predict potential outcomes
Athlete centred coaching
 Primary goal of coach  help athlete take responsibly for sporting behaviours ot
create result
- Self-awareness
- Self-determinism
- Ability to self-correct
 Aims to help athlete development and engagement  enjoyment and motivation
 Develop athlete to be independent with decision making under pressure in
competition  coach can’t communicate often during competition.
 4 styles:
1. Directing  highly motivated athlete, need a lot of technical instruction
2. Sharing  athlete needs technical expertise but also needs emotional support
(combination of inspiring and directing)  ensure athlete develop confidence
whilst also giving technical feedback
3. Co-ordinating  high level of competence,
but athlete lack confidence  need praise,
encouragement, emotional support
4. Inspiring  very proficient and highly
confident athlete (elite)  coach seek input
from athlete on their opinion (training,
exercises, game tactics), making sure
appropriate level of challenge
Early vs late specialisation
Stages
Sampling years
Specialising years
Investment years
Childhood
Early adolescence
Late adolescence
Age
6 – 12
13 – 15
16+
 early specialisation not necessary to become elite
 Risks associated with specialising at a young age  exception in gymnastics e.g.
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Athletes that engage in early specialisation can become elite  but face increase
level of injury
(overuse injury) and
reduction in intrinsic
motivation.
Athletes who
specialise later on in
life  leads to
greater participation,
enhanced physical
health, less prone to
overuse injury and
higher levels of
intrinsic motivation
Week 2 – effective communication
Communicating with young athletes/children
 Show them you care about their personal development  speak individually to each
kid  recall something you have previously talked about
- Know what makes the kid motivated
- Make them feel welcomed and ‘special’  say good moring, recall prevous
conversations
 Group communication:
- Pace/tone of speech  make sure they understand
- Vocabulary used
- Use hand signals and body language
- Use live examples over explaining
 Use the word “try to”  set expectations and then gives space for feedback
- Also gives child space to not participate
- Create environment where you want to work with them
 Engage whole group
- Provide succinct messages
- Reinforce with demonstrations  repeat instructions while kids do the drill
- Minimal standing around
 Don’t shout  kind encouraging language instead
 Check for understanding throughout drill/explanation  don’t leave until the end
 FINISH WITH POINT YOU WANT THEM TO REMEMBER
Feedback
 Assists to improve performance
 Reinforce success, correct successful skills and motivates
- Improve learning, increase performance and motivaiton
 Less important as skill level increases  can self-correct
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- Fade out feedback over time  precision of comments remains
High frequency  performance
Low frequency  learning
- If high frequency as learning skill  can become a crutch to athlete
1) Source
Intrinsic
Received internally through kinaesthetic sense (higher performer)
Extrinsic
Received externally; coach, video
2) Timing
Concurrent
During skill execution  aligned with intrinsic
Delayed
After skill execution  both sources
3) Type
Knowledge of results
About outcome of skill  ball in or out
Cognitive
Knowledge of performance
About technique/movement pattern  bend arms at 90 during sprint.
Internal/external
Associative
Guidelines for effective feedback
 Focus on players strengths and weaknesses  positive:corrective feedback = 4:1
 Sincere praise
 Give realistic expectations in feedback  how it is good/how can be improved
 Reward effort
 Be concise
 Be consistent and fair  regarding discipline
Sandwich approach
1. Give a sincere compliment
2. Give specific corrective feedback
3. Positive motivating comment
Feedback content
1. Meaningful to athlete  use information to correct error
2. Prioritise list of errors  most important first
3. Solution  or guide them to discover solution via questioning
 determine if it is skill or decision making which is the problem
- Skill  show them right technique
- Playmaking  probe with questions
Questioning
 Finding what athlete knows
 Revising topics/plays
 Stimulate thinking
 Promoting discussion
 Generate awareness and responsibility
 not used frequently by most coaches (partington and Cushion, 2013)
Techniques for effective questioning
 plan questions
 formulate questions based on training situations  what are the prompts
Good
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brief and concise
prepared to rephrase
draw further responses from participants
redirect questions and responses
Low order questions
 use open ended questions: what, where
- what could be better than why  not defensive
High order questions
 How, why, what  enhance athlete tactical ability
 questions are tactical or technique based
Characteristics of coaches that are great communicators
 Have credibility with their players
 Build relationships
 Listen actively
 Recognize non-verbal communication
Effective communication in sport
 Be honest
 Don’t be defensive
 Be consistent
 Be empathetic
 Don’t be sarcastic
 Praise/criticise behaviour not personality
 Respect integrity of others
 Use positive non-verbal cues
 Teach skills
 Interact with all athletes
consistently
 SOLDER acronym
 4 steps in power listening
1. Preparing.  put time aside – narrow focus on listening
2. Attending  single minded focus on speaker  attentive body language
3. Understanding  empathy, put yourself in the speaker’s shoe
4. Responding  clarify what you perceived
Delivering message
1. Describe situation as accurate and objective
- When…
2. Express how you feel
- I feel…
3. Specify what you would like to happen
- I would like
4. Expected outcomes if they do what you specify  if they don’t…
Barriers and blocking communication
 Ordering, directing, communicating
 Warning
 Judging, blaming
 Interrupting, shaming
Non-verbal messages  negative
 Frowns, laugher, body posture, eye movements
Week 3: effective learning environments
Learning styles
 All athletes learn differently  coach needs to identify and cater to the different
learning styles of their athlete
- Also identify your own learning style  adapt your style to the best style to
teach athletes
 VARK learning styles
1. Visual  playbook and video of skill
2. Auditory  meeting emphasising key words before training  least favourite, yet
done the most
3. Read/write  handouts
4. Kinaesthetic  walk throughs
 try to make it more athlete cantered
- What are 3 options in beating the defender 1v1
- Looking at the video, you can see that the player made the decision to shoot
the ball? Was that the most appropriate decision? What would you have
done in that situation? Why? Who agrees? (Mallet, 2011)
Strategy
Command/direct
Learning intention
Skill acquisition
Task
Skill development
Example
Dirbbling around a set of
cones
Practice 1v1 or 3v3 with
objective to score a goal and
beat opposition player
Reciprocal
Working with others,
observing, analysis
Self-check
Helping otherd assess their
own perofrmance
Inclusion
Maximising involvement,
assisting others to succeed
Guided discovery
Discovery learning
Having a video session after
games to assess what went
right and what went wrong
Giving feedback to players
and allowing them
opportunities to say what
they feel.
Presenting them with videos
of themselves and talking
about what they did well
and not so well
Inclusion
Playing games in training
that foster cooperation like
freeze tag
Asking players to assess the
video of the game BEFORE
the video analysis session to
make then try and discover
what they think was right
and what was wrong.
Safe learning environments
 Physically and psychologically safe  safer athlete feels, incline to take on
challenges without fear of failure
- Make athletes feel comfortable
 Address athletes by name, thoughts on activity
 Have risk assessment plan to ensure safety of athlete  equipment, surfaces,
athlete readiness
1. Planning and preparation
2. Start
3. During
4. conclusion
 look at practice area, equipment being used and how to incorporate inclusion
Optimal learning environment
Goals of practice
Learning session
 encourage trial and error
 focus on technical skill production
 de-emphasis on results/times
performance session
 encourage technical excellence
 encourage fast time/positive results
Risk management
 aim to reduce inherit risk of sport  identify potential hazards, potential risks and
adapting plan that may lead to unnecessary injuries
Coaching methods
1. direct (command) method
 providing information and direction
 control information
 allow athlete to practice
 allow feedback
2. task method
 design multiple activities
 athletes do different activity at different station  circuit
 completed simultaneously by athletes and indecently of coach
3. peer coaching (reciprocal method)
 athlete put in pairs  one performing school and the other giving feedback with
guide given by coach
 enhances athlete learning  increased feedback
- gain skills in receiving and giving feedback (performance and social skill)
4. self-check
 athletes work individually  use check list developed by coach
- assists athlete checking own works
 athlete engage in self-directed learning without presence of coach  improve
independence
designing skill card
 manipulate principles of skill acquisition in different ways to promote skill learning
- focus of session
- duration intensity
- complexity
- variability
5. inclusion
 coach designs task  different levels of difficulty to cater for all abilities
 athlete can choose to work at a suitable level for them
6. guided discovery
 incorporating activities require athlete to become independent  move through
tasks independently and questions to discover solution
 ask in depth questions to guide athletes (Kirk et al., 1996)
7. game sense
 use questioning to stimulate thinking about game instead of using direct coahcing
approaches
 allow athlete to develop strategies and game pressure skill
 nature of game is taught first, and skills added at manageable pace  develop
decision making and IQ
- small sided games (modified games)
8. problem solving method
 presenting problem with multiple solutions
- show athlete variety in solutions
- allow athlete to develop problem solving
- work on cognitive process
- provide debrief at end
 advantages of approach
- accommodate: different learning environments
- different development stages
- different backgrounds
 good for complex thinking  tactics
 aim is to improve athlete outcomes
 improve sprot and movement skill
 improved physical fitness
 regulation of body weight
 improve skeletal health
 psycho-social outcome
 long-term sports participation
measuring performance
 learning formally measured based on performance
 measurement should be at regular intervals
 performance profiles must take into account multiple different skills (physical and
mental)
performance profile
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determine KPI relevant to sport and position
then create provide on each factor for athlete
- decide what can eb improved and how
- focus on: physical, technical, psychological, coordination and character
traditional vs games approach
Week 4: planning, organising and knowing your athletes
 planning is important  becomes more complex based on these factors:
- number of variables that are accounted for
- how far into future that planning is required to
importance of planning
 sessions run smoothly  no what sequence of activities are
- keeps athletes engaged
 can look back at what worked and what didn’t work.
 Can have some activities set up  move between activities quickly  avoid long
stoppages
 If applicable  plan for multiple scenarios
- Injured
- Weather
- Broken/missing equipment
 Structure for duration of session
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Find when you can deviate from central plan to assist individual athletes/all
athletes
6 steps in instructional planning (Martens, 2012)
1. Identify the skills athletes need
2. Know your athletes
3. Analyse situation
4. Establish priorities
5. Select methods for teaching
6. Plan practices
Step 1: identify needs of athlete
 Source for identifying skills
- Technical skills
- Tactical skills
- Physical skills
- Mental skills
- Communication skills
- Character development
 Need to find out where they are out in relation to these components
Step 2: know your athletes
 Consider age, maturity, experience
- Age  impact understanding of concepts, reasoning
- Maturity  emotional and physical maturity
- Experience  positive or negative past experiences?  what coaching
styles/sessions been exposed too.=?
 Are athletes accustomed to being told what to do (traditional approach) or have they
been encouraged to problem solve and think (game approach)
 What are their present skills in each of 6 categories of sport skills?
 What are their capabilities in each 6 categories of sport skills
- Evaluate essential skill  formal (skill assess, conditioning), or informal
(observation during games and training)
Step 3: analyse your situation
 Available time
 Available facilities and space
 Available equipment
 Available coaching staff
 situation needs to be accounted for – does not dictate session
- Need to ensure can deliver session in time/facilities, sppace/equipment/staff
available
Step 4: Establish priorities
 Importance or centrality of the skill to playing the sport
- What must be taught
o First priorities  head placement in tackle
o Preventing injuries or basic elements/rules of games  pass ball
backwards
- What should be taught
o Technical rules
- What could be covered
o Nice to have things
 Athlete’s readiness to learn skill
- Physiological readiness to learn skill  need strength to execute skill
- Psychological readiness to learn the skill  ability to process information
- Are there progressions that should be followed
- Is it safe to teach this skill
Step 5: select appropriate methods of teaching skills
 Choose the approach
 When traditional vs games is more favourable
- Traditional  safety e.g. tackling
- Games  tactic e.g. learn to make decisions quickly
Step 6: plan practices – basic elements of a practice plan
 Date, time, and length of practice
 Objective of practice
- One main objective
- Second minor objective
 Equipment needed
 Warm up
- Physical
- Cognitive  motivated/energised/ready to engage
 Reviewing previously taught skills
- Recapping what was previously taught
 Teaching and practicing new skills
 Cool down
- Cool down exercises
- Debrief  what went well, explain how today leads into what is coming next
- How what was practiced is relevant to what the game on Saturday
 Coaches comments
- Feedback  individual and team
 Evaluating practice
Planning coaching session
 Important to plan  help coach remember what the want to teach/goals and help
stay on track
The who, what, how model  coaching planning (abraham et al. 2015)
What makes a good coaching session? (connected coaches YouTube)
 Establishing learning outcomes
- What they are doing and why
 Positive coaching environment
- Recognise development and success among everyone
- Give them achievable goals  maintain motivation for athlete
 Creative session
 Engaged/enjoyable
 Able to reflect on what is learnt
- Ask participants what they learnt  reflect and active recall
Organising activities
 There are different ways to organise activities:
 All the athletes work as one group on the same activity at the sametime. This
assumes you have sufficient equipment and the activity issuitable for all levels of
skill.
 Small groups work on the same activity. Groups are based on skill levelwith
activities modified to suit each group.
 Small groups in a circuit work on different activities for the same skill,or different
skills and rotate around. This solves the problem ofinsufficient equipment.
 Different activities are set up and the athletes decide what activity tostart on and
when to move on. Use this once good routines have beenestablished. Limits may
need to be set on the number at each activity.
 ensure maximum participation  need to involve athlete = engagement
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Involve your athletes in planning and decision making.
Spend the time planning the organisation to maximise activity time.
Keep your explanations short and to the point.
Provide plenty of activity - keep the waiting-in-line time to a minimum.
Include a variety of games and activities that are challenging, but not beyond
the skill level of the athletes.
Avoid elimination games as athletes get left out - usually the less skilled.
Choose activities that give a better chance of success and provide plenty of
positive feedback.
Ensure that you have enough equipment to go around.
Knowing and understanding athlete
 Aids development of effective coach-student relationship
 Helps coach understand desires and wants of player
 Ongoing  coach understand lifestyle factors of player and its impacts (physically
and psychologically)
 Individualised information  greater effect on athlete understanding and
development
- Enables information to meet needs of learners
 different athletes are motivated by different situations and feedback
- Some motivated by challenge, recognition, appreciation etc…
Growth, maturation and development of athlete
 SPEC model highlights development in four levels (Lara-Bercial, 2012)
1. Social
- How they interact with others
- As children get older, social interaction becomes important
- Into adolescence, friends become very influential  need to establish self
worth
- Identity development  should not penalise some naught behaviour
2. Physical
- During steady period of growth  important to develop motor skills
(coordination, locomotion etc…
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As growth spurt occurs  reduction in motor skills, need to restablish motor
skills that were previously learnt
3. Emotional
- How children experience and control emotions *self-control, perseverance)
- As children get older, experience a lot of emotions, lack self-awareness about
how they can affect others = impaired emotional control
- Adolescence  can become moody, but are more self-aware  positive
coach athlete relationship very important
4. Cognitive
- Young children  struggle to process a lot of information and short attention
spam = need to have a lot of doing and minimal wait times
- Young children
- Adolescence
Week 5 - evaluating coaching practice and reflection
Evaluating coaching practice
 Systematic way to determine the outcome and merit of effective coaching
- Approach to planning
- Strategies
- Response to individua learning needs
- Diverse range of opportunities  learn technical, tactical, psycho-social skills
 How effective are they with athletes?
- How well do people in class respond to class
- Are athletes enjoying themselves
- If not why?’
 Easiest method  simple observation
Systematic observation
 Needs to be structured and bias free
 Gold standard  credibility factors
- Specific behaviours related to topic are observed
- Bia eliminated to skew data  gaining multiple observers  if same finding
among all observers = credible + no bias
- Allow for replication in observation’s  recording methods
Coach analysis and intervention system (CAIS)
 helps coaches analyse and
understand their own coaching
behaviour
 23 primacy behaviours and
range of secondary behaviours
 enable coaching
performance to be categorised
in more effective and meaning
way
 Industry standard for
behaviour analysis across all
sport
Why is coaching reflection important?
 Develop better understanding of yourself (as a coach) and use both positive and
negative experiences as constructive learning environments
 Encourage change in behaviour or attitude  help identify areas of improvement or
where a different approach may have suited
 Identify progress that has already made  all progress is significant  track and
monitor performance
 Reflection can be a vehicle for change, capable of both facilitating personal development
and enhancing your coaching experience. (ukcoaching.org)
Levels of reflection
 3 levels
1. Descriptive
- Most foundational
- Focus on description of events in subjective manner
2. Analytical
- Consider alternative interpretations of the event  including new
interpretations with hindsight
3. Critical
- Puts all interpretations into context (historical, socio-political e.g.)
- More willing to challenge own actions and interpretations
- Ability to see the event objectively and how things can be influenced by
emotions, behaviours and perspectives
Reflective coaching characteristics
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engage in ongoing inquiry
solicit feedback
remain open to alternative perspectives
assume responsibility for their own learning
take action to align with new knowledge and understandings
observe themselves in the process of thinking
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are committed to continuous improvement in practice
strive to align behaviour with values and beliefs
seek to discover what is true.
 useful to constantly reflect through various lenses  look at other viewpoints
(brookfield, 2017)
 The autobiographical lens (i.e. Self)
 The athlete/student lens
 The colleague lens
 The theoretical lens (i.e. literature & research)
Week 6 lectures
Energy systems
Alactacid system (ATP/PC)
Process
 Last bond in the ATP molecule is a high energy bond, that bonds splits releasing
energy for short explosive muscular contraction  1ATP  ADP + free floating
phosphate  Once ATP store are depleted, phosphate creatine (PC) has high energy
bond which splits and releases energy allowing for the resynthesises of ATP from
ADP + P.
 Energy is only released when muscle is stimulated through the Somatic nervous
system.
Source of fuel
 First 1-2 seconds utilises ATP stores in muscles - limited
 After 1-2 seconds, rely on phosphate creatine (CP) to resynthesise ATP for 10-12
seconds
Efficiency of ATP production
 ATP is readily available because occurs with/without oxygen.
 Supply very limited and can only be generated for short period of time (1-12
seconds)  enough for one explosive movement/muscular contraction,
powerlifting, sprinting start.
 Important for short, explosive movement  sprinting, powerlifting
Duration system can operate
 1-2 seconds on ATP and operates 10-12 with CP resynthesis
Cause of fatigue
 insufficient levels of ATP and CP
By products of energy production
 heat is produced during muscular contractions
rate of recovery
 50% of CP stores are replenished after 30 seconds, ATP CP stores are fully restored
after 2 minutes.
 100m sprint, powerlifting
Lactic acid system (anaerobic glycolysis)
Process
 once CP runs out, body needs to create more energy  anaerobic glycolysis
pathway.


Breakdown of glycogen without the presence of oxygen
The body breaks down glucose (blood sugar), which is circulating the blood stream
and stored in muscles and liver (glycogen), which is a process called glycolysis 
gives of 2 ATP  produces pyruvic acid  insufficient oxygen, cannot enter the
matrix of the mitochondria  pyruvate is converted into Lactic acid which separate
into Lactate and hydrogen Ions  hydrogen ions inhibit muscular contraction
Source of fuel
 Utilises glucose in blood and stored glycogen in muscles/liver
Efficiency of ATP production
 Provides ATP very quickly, requires large amounts of glucose  1 molecule glycogen
= 2 ATP (glycolysis)
Duration of the system
 Depends on intensity
 Generally, between 30 seconds – 2 minutes
Causes of fatigue
 Fatigue occurs when lactic acid levels build up within the muscles cell faster than it
can be removed.
 Lactic acid separates into lactate and hydrogen ions.  hydrogen ions build up, block
muscle filaments from sliding and therefore inhibiting muscular contraction. (lactate
threshold)
 Lactic acid decreases pH in muscle, creating acidic environment  muscular acidosis
which also contributes to muscular fatigue.
By products of energy production
 Lactic acid is by product
Rate of recovery
 Once there is oxygen, lactic acid diffuses from muscle and removed via blood stream
 Liver reconverts into glycogen and is stored for fuel.
 Process takes 30 minutes to 1 hour post exercise.
 basketball, rugby
Aerobic system (aerobic glycolysis)
Process
 The body breaks down glucose (blood sugar), which is circulating the blood stream
and stored in muscles and liver (glycogen), which is a process called glycolysis 
gives of 2 ATP  produces pyruvic acid  presence of oxygen, pyruvate enter the
matrix of the mitochondria  goes through kreb cycle  releases 2 ATP, H+ and CO2
 H+ enter electron transport chain (ETC)  releases 32 ATP + H20  36 ATP total
Source of fuel
 Glucose, fat (when carbs depleted 1hour), proteins (extreme)
Efficiency of ATP production
 Most efficient system in producing ATP 1 molecule glycogen = 36 ATP
 allows for sustained physical activity for very long periods of time.
Duration the system can last
 Last between 1-6 hours depending on intensity.

Trained athletes  glycogen sparing, uses fat earlier to save glycogen for later i.e
sprint finish.
Cause of fatigue
1. One glycogen stores are depleted, the body becomes tired
2. Exhaustion og glycogen, reliance of fat  requires more oxygen  increases
runner’s body temperature and rate of respiration(breathing) increases. (hitting the
wall)
By products of energy production
1. Carbon dioxide  kerb cycle, exhaled
2. Water  ETC, released through body cells, (sweat)
 Do not effect performance
Rate of recovery
 Depends on glycogen depletion
 short exercise period, glycogen not depleted, few hours
 long exercise period, glycogen depleted, take days
Training zones
80% MHR
Aerobic zone
 optimal to
train
aerobically
60-80% MHR
Anaerobic threshold LT2
LT1
Aerobic threshold LT1
60% MHR
Anaerobic
zone
 optimal to
train
anaerobically
 OBLA
increases
80-95% MHR
100% MHR
Principles of training
- Effective training requires implementation of a number of important principles todisregard for principles = rewards not matched by effort.
1. Progressive overload
• Workload for a training session progressively increases as the athlete adapts to ensure
improvements in physiological adaptations, thus improvements in performance.
• The increase has to be progressive to prevent injury, fatigue and ensure that there are
physiological adaptations (i.e. hypertrophy)
• Most important principle, no overload = improvements decrease, performance plateaus.
• Aerobic training:
- increase speed, duration, reps, frequency etc. and decrease rest.
—> 5x 1km runs with change in intensity by 10% (speed) and decreased rest.
• Resistance training:
- increase in resistance, reps, sets, and decreased rest between sets.
- Mot effective way in strength training is ceasing weight (10%) —> improvements in
strength
—> bench press 50kg increasing weight (10%) to 55kg
2. Specificity
• Training needs to be specific to the requirements of the sport to ensure training is
beneficial
• Exercise needs to be specific for the energy systems, muscles and movement patterns
required for the athletes sport.
1. Metabolic specificity - identifying energy systems most appropriate (endurance = aerobic)
2. Muscle groups - muscles used in training need to be used in activity (marathon runner =
slow twitch)
3. Movements - activates and skills in trainings resemble skills performed during activity
• Aerobic training (marathon runner)
- must target aerobic metabolic pathway + recruitment of red twitch muscle fibres by
training aerobically (continuous) to increase muscular endurance and prolonged
performance
- Running outside at near/at race speed becomes best training method because specifically
reflects the sport.
• Resistance training (100m sprinter)
- muscle groups that are trained must be used used in sport.
- Weighted push sled could be used for sprinting as it emulates the leg drive movement at
the start of race —> improves leg power
4. Reversibility
• Refers to a loss of adaptations when training stops.
• Reversibility can be avoided by maintaining some levels of training during off-season or
injury.
• Aerobic training
- seen within 4-6 weeks after train stops
- Avoided with 2 sessions of aerobic per week
—> e.g. loss in the efficiency of the aerobic system and the muscles ability to utilise oxygen
• Resistance training
- seen within 2 weeks after training stops
- Avoided with 1 session per week
—> e.g. muscles undergo atrophy and therefore loss in strength and power of muscles.
3. Variety
• Use different training types and environments to avoid boredom and gain more complete
adaptations.
• Aerobic training
- changes in method (fartlek, circuit, aerobic interval and continuous) + environment
(treadmill, outside runs, sand runs, cycling)
• Resistance training
- changes in method (free/fixed weights, elastic, hydraulic) and environment (incline, flat
and decline - chest press)
4. Training thresholds
• Refer to the intensity of training to cause an adaptation and improve performance.
• Aerobic threshold (LT1) = 60% MHR
• Aerobic zone is between LT1 (60%) and LT2 (80%) - most effective in aerobic training —>
closer to LT2 = greater aerobic gains.
• Anaerobic threshold (LT2/80%)+ = anaerobic zone = start of OBLA —> exercise beyond
this, increase OBLA and therefore fatigue + improvements in aerobic system
• Aerobic training
- training within aerobic zone (60-80% MHR) for maximal aerobic system gains
- Closer to anaerobic threshold (80%) = greater adaptations
• Resistance training
- thresholds represented in load/resistance
- All weight training develops anaerobic systems (high inten = alactic, lower inten = lactic
acid)
- Strength = 1-6 RM
- Power = 6-12 RM
- Endurance = 15+ RM
5. Warm-up and cool-down
All sessions must include warm up and cold down to prevent injury and muscle soreness
Warm up
• Refers to activities done before training/game.
• Aim of warm up is to prepare body physically (increase body temp) and mentally for
performance as well as reduce risk of injury.
• Usually lasts 10-20 mins
• 3 aspects for warm up
1. Light aerobic activity
2. Dynamic stretching
3. Activities related to sport (aerobic (rugby) - touch game, resistance (light weight sets)
Cool down
• Refers to activities post training/game
• Aim is to bring body back to pre-exercise state by decreasing lactic acid and minimising
muscle soreness and therefore allowing the athlete to train at high intensities in the
future.
• Gradually reduce in intensity (slow jog to walk) and stretching (static)
Program design
1. Determine goals
2. Select exercises
 Large muscel group
 Select exercise that fit goals
 Equipment
 Time
4. Arrange execies
5. Training frequency
6. Loads
 Super max, max, heavy, medium, light
7. Reps
 Beginners
 Muscle endurance
 Max strenght
 Power
8. Sets
 Ability and potential
 Number of muscle groups
 Phase of training
9. Rest periods
 decrease as athlete adjusts to training stimuli
 increase as load increases
 influenced by strength sought, training status
 body weight betetr for younger athletes
Stages of skill acquisition
• Acquisition of a skill = gradual development process where the athlete will move along the
continuum.
• Rates of progression through the stages vary between individuals and skill.
Cognitive stage
• 1st stage —> learner gains understanding of the task —> thinking about what they are
doing.
• Clear mental picture of what drill looks like (demonstration videos) —> avoid ‘information
overload’, confuse learner.
• Frequent errors —> require regular positive feedback when learner does something right
—> builds confidence —> develop understanding of what is right/wrong.
• Complex skill = broken into seperate parts
• Progress will depend on individual/difficulty of task.
 coach must not over teach because it could overload athlete with feedback
Associative
• 2nd stage —> emphasised practice
• Practice = synchronisation of mind + muscles.
• Movements become fluid as athletes kinaesthetic sense improves. (basketball layup, one
movement)
• More consistent + errors less frequent —> recognise errors.
• May be able to give intrinsic feedback —> still reliant on external feedback
• Progress will depend on complexity of the task/individual —> may never progress
 provide more feedback and should offer positive reinforcement when learner performs
correctly
Autonomous
• 3rd stage —> automatically execute the skill
• Movement is fluid and natural
• Very few errors (highly consistent) —> able to automatically correct.
• Able to focus on other aspects e.g. strategies/tactics, opponent movements.
• Training should simulate ‘game situations’
• Able to adapt to different circumstances —> crowd, opponent etc.
 coach can shift to strategic and tactical feedback, because learner can perform skill
Traditional vs games approach for technical skills
 coach must decide what is more efficient for athlete to learn a skill
The Traditional approach:



is an efficient means of instruction when teaching a technical skill that involves
little decision making and when one method of performing the skill is clearly
accepted as the best way.
is appropriate when the risk of injury is significant or when the skill is too
complex to be mastered as a whole.
is better when the athletes have very limited time to prepare for a competitive
event and when the focus is on the short-term outcome of winning.
The Games approach:

is more effective when athletes need to learn the principles underlying a
technique
 is the most effective way for athletes to learn tactical skills, especially in
complex, rapidly changing sport environments.
 is superior for helping athletes learn responsibility and leadership, and it helps
athletes learn how to learn so that they can function more independently
 emphasis is on learning game through game-like practice and activities
 modification imprtant to meet developmental readiness of players
 do this by:
 3 methods
1. Shaping play
- Teaching through game
- Redseign game so athletes practice skills relevant to the game
- Aspects to manipulate:
o Size of field
o Number of players
o Time
o rules
2. Focusing play
- Focus athletes attention on key elements of game that youy want them to
learn
- Single skill focus in a game like environment (simple + sound)
- Freeze-replay  draw out key elements of good play (teachable moments –
guided questions)
3. Enhancing play
- Present challenges
- Use handicapping techniques
- Recognise progress
How to make game style approach work
 Begin practice with a game
 Redesign drills to make them. More game-like
 Identify tactical principles, design drills to help athletes grasp them
 Try a freeze replay and ask a question rather than give ana answer
 Build in time for athletes to reflect on their actions during practice
Constraints training
 Manipulating variables  athletes learn by adapting to situation via problem solving
and guided discovery
Week 7 lectures – managing behaviours
Behaviour and personal values
 Disconnect between what the coaches think
and why the children and misbehaving
 Coach must reflect on practice -> create
positive, engaging leering environment that
supports/encourages good behaviour
- Not blaming poor behaviour on other
things
 When faced with challenging scenario:
- Model behaviour you want to see
- Make behaviour unacceptable
- Stay calm
- Use good language
- Have a plan
- Don’t get drawn into secondary
behaviours
Respect and behaviour
 Poor behaviour can ruin experience of rothers
- Game
- Sideline
- Training
- Clubhouse etc…
 Poor behaviour stems from lack of respect.
 Important for coach to teach respect 
everyone involved (players/parents/refs etc…)
1. Encourage fair play
2. Respect officials, coaches, and opponents
3. Keep emotions in check
4. Uphold club’s code of conduct
Week 8 lectures – Parents and youth coaching
 Parents attitudes and behaviours have significant impact on kids
- Behaviours can diminish child’s enjoyment and experience
 behaviours:
- Yelling
- Undermining coach/referee decisions
- Demanding more playing time
- Arguments on side line
- Unrealistic expectations
 Disinterested parents = athlete drop out
 Over-involved parents = high levels of parental pressure
 Parents begin to define their own self-worth in terms of their sons/daughter success
of failures (Smoll et al., 2011)
Establish clear expectations
 Allocated roles
 Effective communication and setting clear expectations
 Be explicit
 Explain rationale for decisions and training approach
 Include parents in team address
Positive parent engagement
 Coach develop constructive relationship with parents and have effective strategies
to engage parents in positive way
 Coaches must recognise parents as valuable resource  how can they help the
parents who in turn can be a positive influence and support their kids
 Provide guidance and support with parents by actively creating a parent positive
environment
1. Focus on communication
- Develop relationship
- Listen
- Problem solve together
- Meetings/drop in
2. Acknowledging value parents contribution
- Thank them (lifts etc…)
- Social
- Help them get involved
- Listen to their concerns
- Preseason meeting with players and parents
o Outline expectations at beginning
o Difference between youth sport and professional
o Prioritising effort over score lines etc…
3. Commit time to learning about and informing your parents
- Take time to learn about them
- Propose strategies
- Ask them what they need from you
 contracts/codes of conduct
 For parents and children
 Focus on behvaiours/policies and culture of team
 Clearly outlines what is expected so everyone knows what is acceptable
 value point system
 Give players points who live up to standards
 Appoint playing time in value rating not skill alone
 Reinforcing mastery elements of coaching and focusing on building a team
environment
 way to pick up on positive athlete behaviour
Strategies in dealing with parents
 Schedule meetings with parents who have complaints
- Don’t talk to them in front of team or other parents
- Remain polite and calm
- Research situation before the meeting  game time with children
- Get tough on realistic complaints
Week 9 lectures – Coach athlete relationship
 important to create healthy and engaging environment
 Impact group dynamic
 appreoacte individuals different responsibilities and their role in the team,
- Create high quality coach-athlete relationships
- develop an environment that is based on trust, respect, honesty, openness,
commitment, responsiveness and receptiveness
- get the best from everyone in sessions
3+1 CS of QUALIY COACH-athlete relationships
 athlete and coach feel:
 Closeness
 Commitment
 Have Complementary behvaiours
 coach athelete relationship =  athlete performance
 Relationship quality impacted by factors: gender, personality, passion, coach behaviour
and leadership
- Gender  female coaches more understanding then male, same gender
coach-athlete had better relationships
- Passion  quality relationship when passion is matched (coach/athlete)
- Personality  high neuroticism = poor quality, high consciousnesses = good
quality
- Coach behaviours  coach support autonomy and are less controlling =
quality relationship
 Using communication strategies can promote better relationships
Maintaining coach-athlete relationship
 Communication
 Avoid using punishment directed to character
 Promoted positivity, openness and assurance
Conflict and communication
 Reflect on 3 C and see what has went wrong
 Coach and athlete need to get on with one another
- Lack of commitment
- Lack of balanced approach
- Riskier and closer self-disclosure in abscense of truth
Week 10 lectures – coaching diverse athletes/inclusivness
 Age
- Coaching teens and adolescence  understanding of developmental
characteristics during different stages (early/middle/late adolescence)
- Chronological age
- Developmental age
- Skeletal age
- Training age
- Relative age
 Gender
- Male and female  different level of development
- Male have better speed/strength etc than females
 Cultural background
 Learning needs
 Disabilities
Early adolescence
 Greatest growth spurt occurs  F = 11-12, M = 13-14
 Boys have increase in testosterone =  strength
 Want to be more independent and express this by being argumentative with adults
who supervise them
Middle adolescence  15-17
 Less concerned about changing bodies and more concerned with sexual appeal
 Exhibit poor judgement and impulsiveness


More willing to assert independence
Peer group pressure profoundly influences their thinking + life choices
Late adolescence
 No need to be self directed and independent
 Set goals based on feeling of personal needs and priorities
 Know what they are good and bad at
Inclusive coaching
 Patience  recognising some athletes take longer to develop than others ‘respect 
 Respect  Recognising difference and treating all participant as individuals
 Adaptability  flexible approach to coaching and communication that recognises
individual differences
 Organisation  recognising importance of preparation
 Safe practice  all sessions have safety first
Cultural diversity
 Consider how different cultural communicate and how to interact with athletes –
- Communication style
- How players respond to mistakes and criticism  aggressiveness or
acceptance
- Seriousness of participants
Athletes with learning difficulty
 General learning difficulties
- General lak of success across school curriculum
- May be from external factors
- 16-20% SCHOOL population
- More in lower SES
 Specific learning disability
- Smaller group of students
- Specific and persistent difficulties  dyslexia, dysgraphia, dyscalculia,
ADHD/ADD etc.
- 3-5% school population