Level 1 Coach
Accreditation Course
CERTIFICATE II IN SPORTS COACHING
Presentation Slide Template
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The objective of this course is to have
people accredited as NCAS Level 1
Coaches & qualify with a Certificate
II in Sport Coaching from the
National Sport Training Package
(SIS10).
Purpose of Course
Course Timetable
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Workforce Development Strategy
Sport Development Strategy
Coach Education & Development
Peak bodies & industry associations
Role of Volunteers in Sport
Sport for Health and the role of
Community Coaching
Active After Schools Program
Coaching Overview
Beginning Coaching General Principles
 Beginning Coaching Manual
 http://ausport.gov.au/participating/coach
es/tools
 http://www.youtube.com/ausport
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Coaching Resources
Level 1 Accreditation Guidelines.
 Level 1 Reaccreditation Guidelines.
 Level 1 Rules Exam.
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Sport Specific Resources
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National Coaching Accreditation Scheme
Certificate II in Sports Coaching
Workforce Development Strategy in Sport
& Recreation
 2011 Sport & Recreation Environmental
Scan http://www.serviceskills.com.au/environm
ental-scans
 Training & Assessment Standards
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Coaching Trends &
Practices
Re-Accreditation Standards (NCAS)
 Re-Accreditation Standards (NSO)
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Professional Development
 Discipline Specific Courses
 Cross-sector Courses (ie. Fitness,
Strength & Conditioning)
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Coach Development
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identifying skills, knowledge and behaviour
development needs
identify strategies to address development
needs
agree timeframes for short and long term
options
ask about resources required
agree to performance measures
adopt a method and frequency of progress
review
Personal Development Goals
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Major dates for competitions, grading &
holidays
Skill level of participants & coaches
including participants with special needs
Availability of required resources
Access to parents, officials and other
support personnel
Linking sessions with a season long plan
Important
Factors in Planning
A tool that can be used to help modify the activity to meet
the individual needs of the participant:
 Coaching style — e.g. demonstrations, or use of questions,
role models and verbal instructions
 How to score or win
 Area — e.g. size, shape or surface of the playing
environment
 Number of participants involved in the activity
 Game rules — e.g. number of bounces or passes
 Equipment — e.g. softer or larger balls, or lighter, smaller
bats/racquets
 Inclusion — e.g. everyone has to touch the ball before the
team can score
 Time — e.g. ‘How many … in 30 seconds?
CHANGE IT
State Government “Working with
Children” Legislation
 OHS Laws
 Sport Rage Prevention
 Sport Medicine Guidelines
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Legislation,
Policies
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What is the coach’s legal responsibility?
What is negligence?
What is meant by the term ‘duty of care’ in a
coach / participant environment?
How would you define the term ‘reasonable’?
What is public liability insurance?
What is professional indemnity insurance?
What actions could a coach take to reduce
any personal risks?
Group Work
Workbook Activity 2.1
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Stop,
Talk,
Observe,
Prevent further injury
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Rest,
Ice,
Compression,
Elevation,
Referral
S.T.O.P & R.I.C.E.R
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BRIEFING
WARM-UP
SKILL INSTRUCTION / DEMONSTRATION
PRACTICE: GAMES, ACTIVITIES
PERFORMANCE AND/OR ANALYSIS
COOL DOWN
FEEDBACK
Structure of a Session
Loading the boat
Balancing the boat
Paddles Up
Paddles Behind
Paddles Flat
Paddles Out
Stop the Boat /
Dig in
 Hold Water
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Dragon Boating
Fundamental Skills
Hold Water
Draw Stroke
Sitting Position
Holding the Paddle
Basic Paddling
Action
Timing
T – TEACHING STYLE
 R – RULES
 E – EQUIPMENT
 E - ENVRIONMENT
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T.R.E.E
What’s the difference between the
approaches used by the two coaches you
have just seen?
 What attributes would you want a
beginner athlete to develop over a 10
year period?
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Questions from
Games Sense Video (Part 1)
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Demonstration & explanation
Single skill
Breaking skills down into components and
identifying observable body movements for
each stage (whole – part – whole)
Progressing through and linking skills
Shaping and modelling approaches
Reciprocal or peer tutoring
Questioning, monitoring and observing
progress
Assessment and evaluation.
Teaching / Coaching
Techniques
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Course participants they will be required to
submit more session plans as part of their postcourse assessment requirements.
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The session plans must differ according to the
following variables as shown on the slide:
◦ At least two (2) other fundamental skills from their
sport;
◦ At least two (2) different participant audiences
(children, masters, athletes with a disability, English as a
second language);
◦ Different teaching methods;
◦ Different venues with appropriate considerations for
safety & equipment.
Post-Course
Assessment - Planning
Paper or Electronic Diary
 Make appointments with yourself to
commit to Coaching Sessions including
time for travel, preparation, conducting
session and packing up.
 Diary reminders to communication preand post-session information
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Basic
Personal Organising Tools
Access to & availability of equipment
(hire, purchase, borrow)
 Sport specific equipment
 Safety equipment
 Maintenance, servicing and repair
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Organising Equipment
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Online Platforms include:
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Mobile Apps for Group Communication include:
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Technology
◦ Groupsite.com (http://www.groupsite.com/)
◦ Facebook.com (http://www.facebook.com/
◦ SportingPulse.com (http://www.sportingpulse.com)
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◦ Twitter (http://twitter.com/#!/download)
◦ WhatsApp (http://www.whatsapp.com/)
◦ Google+ Messenger
◦ Email
◦ TXT Message
◦ Electronic Calendar (MS Outlook)
Online
Tools, Apps & Technology
Check the venue and equipment for
damage or deterioration and report where
appropriate to the responsible person.
 Select and remove required equipment
from store.
 Collect and store money for hire charges
and deposits and record details.
 Issue correct and suitable equipment and
provide assistance with fitting and use
where necessary.
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Set Up Session
Stages of Learning &
Feedback Model
Code of Conduct / Behaviour for Coaches
 Member Protection Policies
 Anti-Bullying / Anti-Discrimination Policies
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Policies Influencing
Feedback
Participant Performance
 Efficiency;
 Attitude
 & Behaviour;
 Ability to perform fundamental skills
Analysing Skill
 including the core component of each skill
that is required to be performed.
Participant Performance
v Skill Analysis
Review own coaching performance and
identify potential improvements;
 Seek feedback from relevant stakeholders
(athletes, parents, officials, coaches) on
quality of coaching and areas for
improvement.
 Evaluate personal experience and
feedback from others to identify
opportunities for improvement.
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Self-Evaluation
Principles
Self-Evaluation Questionnaires following
the conduct of three coaching sessions.
 Self Evaluation Questionnaires should be
submitted attached to the (1) Coaching
Session Plans and (2) Session Report &
Feedback.
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Post-Course
Assessment Requirements