ELCC Sprint Coach Workbook
SPRINT CANOE/KAYAK
ENTRY LEVEL COMPETITIVE
COACH
2005
(REV. JAN. 2008)
WORKBOOK AND REFERENCE MATERIAL
705-2197 Riverside Drive
Ottawa, Ontario K1H 7X3
Tel: 613-260-1818
Fax: 613-260-5137
www.canoekayak.ca
Domestic Development Director
John Edwards
jhedwards@canoekayak.ca
ELCC Sprint Coach Workbook
The National Coaching Certification Program is a collaborative program of the
Government of Canada, provincial/territorial governments,
national/provincial/territorial sport federations, and the Coaching Association of
Canada.
Partners in Coach Education
The programs of this organization are funded in part by Sport Canada.
Printed in Canada
This document is copyrighted by the Coaching Association of Canada (2003), the
CanoeKayak Canada(2005), and its licensors. All rights reserved.
Unless otherwise indicated, images and pictures contained in this document are the
property of HEMERA TECHNOLOGIES INC. They are used under license and are
copyrighted.
ELCC Sprint Coach Workbook
ELCC Sprint Coach Workbook
TABLE OF CONTENTS
SECTION 1 .................................................................................................................................... 8
INTRODUCTION............................................................................................................................... 8
OVERVIEW OF THE SECTIONS ....................................................................................................... 9
FOR FURTHER READING .............................................................................................................. 10
REFERENCE LIST.......................................................................................................................... 11
SECTION 2 .................................................................................................................................. 12
A. NCCP: A PASSPORT TO BETTER COACHING ....................................................................... 12
B. NCCP PROGRAMS AND SERVICES .......................................................................................... 12
C. NCCP PROGRAM OVERVIEW ................................................................................................. 13
D. SPRINT CANOE/KAYAK PARTICIPANT & COACH DEVELOPMENT MODEL .................. ERROR!
BOOKMARK NOT DEFINED.
E. CANOE/KAYAK-SPRINT COACH CERTIFICATION PATH ......................................................... 3
F. LTAD PRINCIPLES
G. ROLES AND TASKS OF COACHES ............................................................................................... 4
CPCA COACHING CODE OF ETHICS: THE PRINCIPLES .............................................................. 8
THE CKC COACHES' STATEMENT OF VALUES ............................................................................ 9
SECTION 3 .................................................................................................................................. 10
COACHING OUTCOMES – WHAT DOES THE ELCC COACH HAVE TO BE ABLE TO DO? ............. 10
SECTION 4: LEARNING ACTIVITIES .................................................................................. 15
PROVIDE SUPPORT TO ATHLETES IN TRAINING ......................................................... 17
CKC ETHICS AND VALUES CASE STUDIES
A. VERIFY THAT THE PRACTICE ENVIRONMENT IS SAFE........................................................... 18
SAT – 1
IDENTIFYING HAZARDS - CLASSROOM .................................................................... 18
SAT – 2
IDENTIFYING HAZARDS – ON THE WATER ............................................................... 24
SAT – 3
SAFETY SCENARIOS .................................................................................................... 28
B. IMPLEMENT AN APPROPRIATELY STRUCTURED AND ORGANIZED PRACTICE. .................... 31
SAT – 4
MANAGING A PROGRAM – CASE STUDY A - CLASSROOM .......................................... 31
SAT – 5
CREATING A POSITIVE ENVIRONMENT - CLASSROOM .............................................. 35
SAT – 6
THE BASIS OF A PLAN - CLASSROOM ......................................................................... 37
C. MAKE INTERVENTIONS THAT PROMOTE LEARNING. ............................................................ 40
SAT – 7
FITTING EQUIPMENT – LAKESIDE .............................................................................. 40
SAT – 8
REPAIRING EQUIPMENT – BOATHOUSE ..................................................................... 41
SAT – 9
UNDERSTANDING BALANCE – CLASSROOM .............................................................. 42
SAT – 10
LAUNCHING/LOADING SMALL BOATS - LAKESIDE .................................................. 44
SAT – 11
IDENTIFYING TECHNICAL PROGRESSIONS - CLASSROOM ...................................... 47
SAT – 12
OBJECTIVE OF THE STROKE - CLASSROOM ............................................................. 52
SAT – 13
TEACHING THE PHASES OF THE STROKE - CLASSROOM......................................... 54
SAT – 14
OBJECTIVE OF TECHNIQUE – CLASSROOM ............................................................. 63
ELCC Sprint Coach Workbook
SAT – 15
COACHING TECHNIQUE – LAKESIDE/POOL ............................................................. 65
SAT – 16
SELF-ASSESSMENT AFTER COACHING SESSION ...................................................... 73
D. SAFELY OPERATE A MOTOR BOAT IN TRAINING AND RESCUE SITUATIONS ......................... 81
SAT – 16
MOTORBOAT SKILLS – LAKESIDE ............................................................................. 81
SAT – 17
MOTORBOAT SKILLS – LAKESIDE 2 .......................................................................... 82
ANALYZE PERFORMANCE ................................................................................................... 83
A. COACH DETECTS PERFORMANCE OF THE THREE KEY ELEMENTS OF TECHNIQUE ............. 83
AP– 1 ANALYZING CANOE/KAYAK TECHNIQUE-CLASSROOM .............................................. 83
B. COACH CORRECTS PERFORMANCE OF THE THREE KEY ELEMENTS OF TECHNIQUE ........... 87
AP– 2 ANALYZING CANOE/KAYAK TECHNIQUE-CLASSROOM .............................................. 87
B. COACH DEMONSTRATES THE THREE KEY ELEMENTS OF TECHNIQUE ................................. 92
AP– 3 DEMONSTRATE CANOE/KAYAK TECHNIQUE-LAKESIDE............................................. 92
SECTION 5 .................................................................................................................................. 93
CANOE KIDS GAMES AND ACTIVITIES ........................................................................................... 93
SECTION 6 ................................................................................................................................ 121
TOOL KIT AND RESOURCES FOR ELCC COACHES ..................................................................... 121
THINGS TO BRING TO A REGATTA ............................................................................................ 122
"TYPICAL" REGATTA COACHING TOOL KIT CONTENTS .................................................... 123
ACCIDENT REPORT FORM ......................................................................................................... 124
TRACKING TOOLS ................................................................................................................ 126
SECTION 7 ................................................................................................................................ 131
ELCC COACH EVALUATION ...................................................................................................... 131
APPENDIX 1 ............................................................................................................................. 149
CKC CODE OF SAFETY ............................................................................................................... 149
APPENDIX 2 ............................................................................................................................. 149
CANOE/KAYAK COMPETITION RULE BOOK ............................................................................... 149
APPENDIX 3 ............................................................................................................................. 149
NCCP LEVEL 1 TECHNICAL MANUAL ..................................................................................... 149
ELCC Sprint Coach Workbook
INTRODUCTION
SECTION 1
Welcome to the Sprint Canoe/Kayak Entry Level Competitive Coach (ELCC) Workbook
and Reference Material! This workbook was designed with the primary goal of
enhancing coaching education across Canada for Sprint Racing Canoeing and Kayaking.
Specifically, this workbook and its coaching course will work towards increasing the
standardization and meaningfulness of coaching education across the country while
striving to meet the education needs identified by coaches currently working in the field.
The activities in the course have all been designed to help coaches develop the
information and skills required to demonstrate the required coaching outcomes for their
practical evaluations.
The ELCC coach will leave the workshop with the tools to coach their first season.
These tools include a series of ready to use practice plans, coaching tips for teaching
them to children, a bank of activities, and a series of tools that will be required for their
season such as templates for medical information and for running a parent meeting (see
the Coach Toolbox section).
The workshop will include two practice coaching sessions, wherein the facilitator will
demonstrate how to coach an activity, and the coaches will have a chance to practice and
to self-assess. During the second practice coaching session, children will be present. By
doing this, coaches also get the chance to see and experience a variety of activities that
are in the toolbox.
The ELCC course and workbook use the problem-solving teaching methodology in order
to further develop this skill in coaches, and so that coaches learn by doing.
Acknowledgements
The foundation for this workbook is the creation of the Sprint Canoe/Kayak Coaching
Advisory Group. The members of this group dedicated significant time and resources
outside of their daily coaching responsibilities to the design and content of this
workbook. CanoeKayak Canada thanks the following Coaching Advisory Group
members for their contributions:
Lesley Anne Schmidt, ON
Mark Granger, QC
Laszlo (Csom) Latorovszki, NS
Jason Rusu, AB
Trevor Marshall, NS
Anna Mees, ON
Cyndie Flett, Coaching Association of Canada
Graham Barton, ON
Tamas Buday, ON
Paul Lovatt, BC
Troy Comeau, SK
Peter Niedre, ON
John Edwards, CKC
ELCC Sprint Coach Workbook
OVERVIEW OF THE SECTIONS
This workbook and reference material is divided into seven sections and three
Appendices. The sections are designed to work together to provide you with the all the
information and tools required for conducting a Sprint Canoe/Kayak Entry Level
Competitive Coach Course.
Section 1
Introduction
Section 2
NCCP: A Passport to
Better Coaching
Section 3
ELCC Coaching Outcomes
Section 4
Learning Activities
Section 5
Canoe/Kayak Kids Games
and Activities
Section 6
Tool kit and Resources
for ELCC coaches
Section 7
Practical Evaluations
Appendix 1
Canoe/Kayak
Competition Rule Book
Appendix 2
Appendix 3
CKC Code of Safety
NCCP Level 1 Technical
Manual
An overview of the workbook, reference
material and course.
Roles, tasks and responsibilities of a Coach.
An overview of the coaching outcomes that a
certified ELCC will be expected to
demonstrate during their practical
evaluation.
A collection activities and reference
materials based on ELCC outcomes.
A collection of Games and Activities for
developing basic Canoe/Kayak Sprint skills
Templates, Tips and Tools for ELCC
Coaches to use in the field. Coaches are
encouraged to build this section with new
tools over time.
The Evaluators’ and Candidates’ versions of
the ELCC practical Evaluation.
An outline of the rules used in the sport of
Canoe/Kayak Sprint.
Document that explains the code of safety in
detail.
Additional resource information.
THE LEVEL 1 MANUAL (1984) WILL BECOME
REDUNDANT AND SHOULD BE REVIEWED
FOR ANY IMPORTANT INFORMATION THAT
CKC WANTS TO KEEP.
For Further Reading List
In keeping with the need for Coaches to stay up to date, a list of additional resources has
been included on the following page. The websites listed regularly post articles relevant
to coaching and coaching education. In addition, each website has a detailed resale
section that includes many useful publications and resources for coaching.
ELCC Sprint Coach Workbook
FOR FURTHER READING
Coaches may find the following resources to be of value. All items are available
through the CanoeKayak Canada National Office. You can reach the office by
phone (613-260-1818 ext. 2201), by fax (613-260-5137) by mail: CanoeKayak
Canada, suite 705 - 2197 Riverside Drive, Ottawa, ON, K1H 7X3 or by email:
www.canoekayak.ca
CKC Athlete Training Diary
International and National Results (pending availability)
Kemecsey Mental Training by Imre Kemecsey
International Canoe Federation Competition Rulebook (Sprint)
CKC Competition Rulebook (Sprint)
CKC Competition Rulebook (Slalom)
Whitewater Results Booklet (national and international)
CKC Code of Safety (Sprint)
National Team Handbook (Sprint & Slalom)
Canoe Kids Instructors Manual
Canoe Kids Certificates and Stickers
(specify colour level when ordering)
Marathon Technical Manual (French & English)
Officials Manual
CBC Video, 1997 World Sprint Canoe Championships
(price includes tax and shipping)
Sprint Canoeing Level 3 Technical Starts Video (8 minutes)
Just Canoe It – Promotional Video (8:45 minutes)
Sprint to the Finish – Marketing Video (10 minutes)
Dragon Boat Video (27 minutes)
Canoe Polo Training Video (47:55 minutes)
Pumped! – Marketing Video (3:15 minutes)
Boat Numbers and Boat Number Holder (nuts and bolts included)
You will also find lots of great coaching information and resources available on
the Web. Here are some sites which publish up to date coaching articles and
resources. Take the time to check out these sites and browse through their resale
lists.
Coaching Association of Canada
www.coach.ca
Canadian Centre for Ethics in Sport www.cces.ca
Canadian Centre for the Advancement of Women in Sport www.caaws.ca
ELCC Sprint Coach Workbook
REFERENCE LIST
The following resources were used in the development of the content within this
manual.
Barton Graham. Personal Collection of Level 1 and Level 2 Sprint Canoe
Technical NCCP Course Materials. (1999).
Coaching Association of Canada. 3M NCCP Level 1 Theory Manual. (1988).
Coaching Association of Canada: Ottawa, Canada.
Coaching Association of Canada. 3M NCCP Level 2 Theory Manual. (1988).
Coaching Association of Canada: Ottawa, Canada.
Coaching Association of Canada. 3M NCCP Course Conductor Development
Handbook. (1994). Coaching Association of Canada: Ottawa, Canada.
Coaching Association of Canada. Community Sport — Initiation Reference
Material. (2003). Coaching Association of Canada: Ottawa, Canada.
CanoeKayak Canada. 3M NCCP Level 1 Technical Manual. (1984).
CanoeKayak Canada: Ottawa, Canada.
CanoeKayak Canada. Canoe Kids: A Skill Development Awards Program,
Instructor’s Handbook. (2005). CanoeKayak Canada: Ottawa, Canada.
Issurin, Vladimir. “General Concept of Preparing Young Kayaks”. The Science
and Practice of Training Junior Kayak/Canoe Paddlers: Proceedings of the
International Seminar on Kayak. (1994). Editors: Vladimir Issurin and Raffy
Dotan. International Canoe Federation, Israel Canoe Association, Elite Sports
Department of Israel: The Jordan Valley, Israel.
Szanto, Csaba. Racing Canoeing. (1996). International Canoe Federation and
China Printing Corporation: Beijing, China.
References for Canoe Kids Games and Activities (Section 5):
CanoeKayak Canada. 2002 Technical Advisors for the Canoe Kids Project: Lesley Anne
Schmidt, Marc Creamer, John Edwards
CanoeKayak Canada. ELCC Coaching Manual. (2000). CanoeKayak Canada, Ottawa,
Ontario Canada
CanoeKayak Canada. Canoe Kids Manual. (2005). CanoeKayak Canada, Ottawa,
Ontario, Canada
Wascana Racing Canoe Club. Coaching Manual. (1999). Club Personnel Committee
and Troy Comeau, Regina, Saskatchewan, Canada
ELCC Sprint Coach Workbook
SECTION 2
A. NCCP: A PASSPORT TO BETTER COACHING
Coaching Association of Canada
The Coaching Association of Canada (CAC) is a not-for-profit organization
dedicated to improving the quality of coaching in Canada. Formed in 1971, its
primary function is to provide expertise and guidance in the development of
coaching education programs and services. Through these programs, the CAC
influences more than 400,000 coaches, who in turn provide leadership to an
estimated four million Canadians involved in sport.
The mission of the CAC is to enhance the experiences of all Canadian athletes
through quality coaching. In fulfilling their mission, CAC employs four core
strategies: Coach Education and Training, Professionalization and Membership,
Promotion and Communication, and, Resource and Organizational Development.
For more information, see the CAC website at: www.coach.ca
The primary education program for Canadian coaches is the National Coaching
Certification Program (NCCP). The responsibility for development and
implementation of the program is shared by the federal and provincial/ territorial
governments, National, Provincial and Territorial Sport Organizations, and the
CAC.
The NCCP
As a Coach, you should have a good understanding of the NCCP structure and its
programs and services. Through the NCCP, there will be educational
opportunities which you may wish to access.
B. NCCP PROGRAMS AND SERVICES
The National Coaching Certification Program is the flagship program of the
Coaching Association of Canada. The NCCP is a structured progressive system
through which coaches can upgrade their knowledge and skills.
The National Coaches Seminar is an annual conference providing advanced
coaching education for national coaches and coaches of carded athletes.
The Special Education Projects program provides grants for National level
coaches to complete an individually tailored program related to high-performance
coaching.
The CAC supervises the operation of National Coaching Institutes, accredited at
five Canadian universities. The Institutes offer Level 4 certification and a master’s
ELCC Sprint Coach Workbook
degree in coaching, which combines sport science, sport-specific coaching theory
and practical coaching. A one-year diploma program for Level 4 certification for
non-degree candidates is also available.
The Coaching Scholarships program provides grants to enable coaches to work
toward Level 4/5 certification at National Coaching Institutes.
The National Coaching Apprenticeship program offers grants to Canadian
coaches to study advanced coaching theory under the tutelage of a master coach.
The Coach Recognition program is designed to acknowledge and reward
outstanding contributions to coaching at the community, provincial, and national
levels.
The Community Coaching Conferences program offers assistance to communities
interested in upgrading coaching education at the developmental level.
The NCCP Database maintains a listing of more than 400,000 coaches who have
participated in the program.
The Publication Services department coordinates the production of coachingrelated educational materials.
The CAC Bookstore carries the most comprehensive collection of coaching
education materials to be found in Canada.
In addition, CAC continues to promote the important role and contribution to be
made by Canadian coaches to the development of moral and ethical values in
sport.
C. NCCP PROGRAM OVERVIEW
Coaches in Canadian sport
Sport plays an important role in the lives of many Canadians. Quality coaching is
key to a positive sport experience for participants. Sport, government, and
business leaders recommend that all coaches become trained and certified in the
National Coaching Certification Program (NCCP) to ensure that the sport
experience of every participant is a good one.
The NCCP is a collaborative program of the Government of Canada, the
provincial/territorial governments, the national/provincial/territorial sport
federations, and the Coaching Association of Canada.
ELCC Sprint Coach Workbook
A program in transition
The NCCP is currently undergoing a transition to a competency-based approach,
in which a coach is trained and may achieve certification to coach a specific type
of participant in a particular coaching environment.
What is the NCCP?
The NCCP is a training and certification program for coaches, offered
across Canada in more than 60 sports. The program was designed to
meet the needs of a wide range of coaches - from those who
introduce youngsters to sport to those who work with Canada's high
performance athletes.
Since its inception, more than 875,000 coaches have taken part in
NCCP activities that have helped them to develop the skills,
knowledge, and attitudes required to coach effectively.
The NCCP prepares coaches to
better meet the needs of all participants in sport
provide a positive sport experience to participants
provide opportunities for participants to achieve their full potential in and
through sport.
The current NCCP – now in transition
The NCCP is a knowledge-and course-based program with five levels of
certification. Levels 1 and 2 have been phased out and replaced by new programs.
Level 3, 4, and 5 are still in use and will go into transition in the near future.
Coaching developing athletes
Levels 1 to 3 are designed for coaches of community, school, and club sport
programs. Each level has three components: Theory, Technical, and Practical.
Theory course content includes topic areas such as planning, role of the coach,
growth and development, safety, skill analysis, skill development, physical
preparation, values and ethics, and mental training. Planning a practice is the
focus in Level 1, planning a season in Level 2, and developing an annual plan in
Level 3.
The Technical component focuses on sport-specific techniques and tactics and
information on rules of play, equipment, and skill development.
The Practical component acknowledges the work done by the coach and, in some
instances, provides opportunities for feedback on how the coach applies the
concepts taught in the Theory and Technical components.
ELCC Sprint Coach Workbook
Coaching high performance athletes
Level 4/5 represents the top level of professional training for coaches and is
designed for those working with high performance athletes and for those
interested in a career in coaching. The program prepares coaches for leadership
roles in national and international sport.
Level 3 certification and endorsement from CanoeKayak Canada are required
before you can enroll.
Level 4/5 consists of an applied study program of 20 Tasks: 12 Tasks for Level 4
and the remaining eight for Level 5. The following areas are dealt with: planning;
athlete development including physical, psychological, technical, and tactical
components; environmental factors; biomechanics; performance analysis; and
leadership.
The new NCCP
The design of the new NCCP reflects the different types of coaches ("coaching
streams") in the Canadian sport system and the specific environments ("coaching
contexts") they work in. It will be up to each sport to determine which streams
and contexts apply to its coach development system. The abilities deemed
important to coach in a given context determine the scope of training required.
The new NCCP structure
Coaching Streams
Coaching
Contexts
Community Sport
Competition
Instruction
Initiation
Introduction
Beginners
Ongoing Participation
Development
Intermediate Performers
High Performance
Advanced Performers
How coaches achieve certification
In the old program, coaches achieved certification at Level 1, Level 2, or Level 3
by completing all three components (Theory, Technical, and Practical) and by
completing the required number of tasks for Levels 4 and 5.
The new NCCP makes a distinction between coach training and coach
certification. Coaches who need training will have opportunities to acquire or
refine the skills, knowledge, and attitudes deemed important to coach effectively
in a particular context. Coaches who want to be certified will be required to
demonstrate the ELCC outcomes described in Section 3.
During the transition
During the transition, the following guidelines were put in place by the Transition
Task Force:
Multi-sport modules Part A will be recognized in the place of Theory 1
Multi-sport modules Part B will be recognized in the place of Theory 2
The coach will be credited for the corresponding Theory in the old database, until
such time as the transition to the Competition – Introduction (ELCC) context is in
ELCC Sprint Coach Workbook
the new database. The CKC will be utilizing the new database for the ELCC in
2005.
For more information
For more information about the NCCP and the transition to a competency-based
approach, please contact CanoeKayak Canada and the Coaching Association of
Canada website at www.coach.ca.
ELCC Sprint Coach Workbook
D. NCCP – PARTICIPANT AND COACH DEVELOPMENT
MODELS SPRINT CANOE
REV. MARCH 2009
Participant Groups & LTAD Stages
Community Sport
Canoe Kids
Aboriginal community
programs
(FUNdamentals, Active for
Life)
Instructor
School
Programs
Competition – Intro
Novice Age Classes
Beginner Age
Classes
(FUNdamentals, Training to
Train, Learning to Compete)
Adults in Training
(A for L)
Competition – Develop
Intermediate Age Classes
(Mid, Juv)
Advanced Bantams
(Training to train, Learning to
Compete, Training to Compete)
Advanced Age Classes
(National Jr. team, Juv,
U23)
Retired Senior Team
(Training to Compete, Active for
Life)
Recreation
Warcanoes
Dragonboats
Competitive
(A for L)
Dragonboats
PaddleALL: Paddlers
with a disability
Notes:
Age Class refers to a competitive category characterized by
age.
Headings refer to participants’ goals not coach’s ability
LTAD stage that best fits level is included
Competitive Dragonboats
Competitive War Canoes
Competition – H.P.
National Teams
(U23 Development,
Senior)
(Training to Compete,
Training to Win)
ELCC Sprint Coach Workbook
NCCP – PARTICIPANT AND COACH DEVELOPMENT
MODELS SPRINT CANOE
Coaching Development and Certification Model
Community Sport
Instructor
Competition – Intro
Community Coach – 1
Community Canoe
(CanoeKids) Coach
No specific
program identified
at this time.
Competition-Intro Coach
Community Coach -- 2
PaddleALL PD Module
ELCC
ELCC- Advanced
Gradation
Big Boat Coach:
War Canoe PD Module
Dragon Boat PD Module
Competition –
Develop
Competition –
Elite
Competition
Development Coach
Competition High
Performance Coach
Competition Development
Coach -- Advanced
Big Boat Coach – 2
Community Dragonboat
Coach
Notes:
Coaching programs in red are complete or have Conditional Approval
Coaching programs in blue are in the development stage, being piloted, or submitted for conditional approval
ELCC Sprint Coach Workbook
Participant Groups & LTAD Matched to Coaching Programs
COMPETITION – INTRODUCTION
COMMUNITY SPORT
Participant Groups
Canoe Kids
(FUNdamentals)
Recreation Adults
(active for life)
Recreation Dragonboats
PD Module (to be
developed)
PaddleALL (AWAD)
Coach Programs
Participant Groups
Community Canoe
“CanoeKids” Coach
Community Canoe coach
Novice Age Classes
Beginner Age Classes
(Training to Train)
All Warcanoes
Competitive Dragonboats
(Training to train, Learning to
compete)
Coach Programs
ELCC or ELCC – Advanced
Coach
with
WC, DB and OR
PD Module Qualifications (currently
being developed and piloted)
Big Boats – Rec Coach
Community Canoe Coach
With PaddleALL (AWAD) PD
Module (development & pilot
stage)
COMPETITION - DEVELOPMENT
Participant Groups
COMPETITION – HIGH PERFORMANCE
Coach Programs
Participant Groups
Intermediate Age Classes
Advanced Bantams
(Training to train, Learning to
compete, training to compete)
Competition Development
Coach
Advanced Age Classes
(training to compete)
Retired Senior Team
(Active for Life)
Competition Development
Coach Advanced
Competitive Dragonboats
and Warcanoes
WC, DB and OR qualifications
added on to CDC 1 & 2 (to be
developed)
National Teams (Junior,
Development, Senior)
(Training to compete, Training
to win)
Expert Seniors
Coach Programs
Competition High
Performance Coach
ELCC Sprint Coach Workbook
ELCC Sprint Coach Workbook
E. CANOE/KAYAK-SPRINT COACH CERTIFICATION PATH
Experienced Paddler
Prerequisite:
Apprentice Coach
Pleasure Craft
Operator Card
Competitive Stream
NCCP Part A and
Teaching/Learning Module
Community Stream Instructional Stream
Canoe
Kids
Adult
Program
School
Program
Further NCCP training
(TBD)
Competitive
Racing
ELCC
Performance
Racing
The candidate will remain Trained* until successfully certified as a
ELCC Coach
Or
Advanced ELCC Coach
Learning Facilitator and/or Mentor and/or Evaluator
*"Trained” must work under direct supervision of a Certified Coach
ELCC Specialized P/D Modules
In order to be eligible for these modules the candidate needs to be a Trained ELCC
Coach
Paddle All
Dragon Boat
Outrigger
War Canoe
ELCC Sprint Coach Workbook
F. LTAD PRINCIPLES
ELCC Sprint Coach Workbook
ELCC Sprint Coach Workbook
G. ROLES AND TASKS OF COACHES
The role of the Coach is to teach athletes the skills they need to be successful in their sport. It is
therefore up to the Coach to ensure that this instruction is provided under optimum conditions so
that the athletes attain the objectives set.
A Competitive Canoe Coach is a(n)….
Instructor
Teacher
Trainer
Psychologist
Disciplinarian
Boat and Paddle Technician
Motorboat driver
Van driver
Travel Agent
Manager / Administrator
Scientist
Student
Recruiting Agent
Tactician and Strategist
Tabulator of progress and results
Public Relations Specialist
Promoting
As a Coach, you are the frontline ambassadors of the CKC and the NCCP—you have a
significant impact on the development of athletes in your area. One of your main tasks is to
endorse and publicize the goals and objectives of this program.
Fair Play
Another task inherent in the role of a Coach is the promotion of fair play. A Coach must take the
time to discuss fair play and assist athletes in their development. At no time should a coach
accept solutions or opinions that run counter to fair play.
There are four main groups of people involved in community sport competitions; the participants,
their parents, the coaches, and the officials. How these groups interact and treat each other before,
during, and after each competition will greatly influence whether the sport experience for the
participant is a positive or a negative one.
Many teams spend time at the beginning of the season to outline together how the four groups
involved will act, and then to describe these behaviours in their own fair play charter or team
code of conduct. It is important to involve everyone in developing such a code and then have
everyone sign it.
ELCC Sprint Coach Workbook
Committing to fair play will not detract from the competitiveness of a participant or a team. In
fact, teams and competitions are enhanced when all groups agree to adhere to fair play statements
that outline the dos and don’ts in a very clear way.
Some examples of fair play behaviours include:
• following all the rules and never seeking to deliberately break a rule
• refusing to win by cheating
• respecting the officials (e.g. not yelling at them or harassing them in any way)
• demonstrating self-control
• recognizing good performances by the opponent; to get the best out of you, you need your
opponents to play their best too
• cheering your team without verbally abusing opponents.
Source: Community Sport — Initiation Reference Material, Coaching Association of Canada,
2003.
To this end, the Code of Ethics advocated by the Coaching Association of Canada and the
Canadian Professional Coaches Association is shown on the following page.
ELCC Sprint Coach Workbook
CPCA Coaching Code of Ethics: The Principles
Respect for Participants
The principle of respect for participants challenges coaches to act in a manner respectful of the
dignity of all participants in sport. Fundamental to this principle is the basic assumption that each
person has value and is worthy of respect.
Responsible Coaching
The principle of responsible coaching carries the basic ethical expectation that the activities of
coaches will benefit society in general and participants in particular and will do no harm.
Fundamental to the implementation of this principle is the notion of competence - responsible
coaching (maximizing benefits and minimizing risks to participants) is performed by coaches
who are "well prepared and current" in their discipline.
Integrity in Relationships
Integrity means that coaches are expected to be honest, sincere, and honourable in their
relationships with others. Acting on these values is most possible when coaches possess a high
degree of self-awareness and the ability to reflect critically on how their perspectives influence
their interactions with others.
Honouring Sport
The principle of honouring sport challenges coaches to recognize, act on, and promote the value
of sport for individuals and teams and for society in general.
Putting the Code of Ethics into Perspective
The world of sport is our workplace and our passion. The sport each of us coaches has a rule
book that establishes not only the activities that constitute the specific game but also the
boundaries and limitations that ensure equitable participation; the rule book defines how to "play
the game." The CPCA Coaching Code of Ethics, on the other hand, defines how we "play sport."
We are confronted with ethical choices every day and the decisions we make influence athletes,
colleagues, and the environment we coach in. The primary purpose of this code is to guide and
gauge our decisions as we make them, especially when the decisions are difficult ones. But the
code also sends out a message to everyone in the sport community and to the public that we have
high expectations of ourselves as coaches, not just in the results of our work but also in the
manner in which those results are achieved.
ELCC Sprint Coach Workbook
THE CKC COACHES' STATEMENT OF VALUES
Integrity
The coach must act with integrity in performing all duties owed to athletes, the sport, other
members of the coaching profession and the public.
Competence
The coach must strive to be well prepared and current in order that all duties in the coach’s
discipline are fulfilled with competence.
Athlete’s Interest
The coach must act in the best interest of the athlete’s development as a whole person.
Respect for the Rules
The coach must accept both the letter and the spirit of the rules that define and govern the sport.
Respect for Officials
The coach must accept the role of officials in providing judgment to ensure that competitions are
conducted fairly and according to the established rules.
Responsibility to Other Coaches
The coach’s conduct towards other coaches must be characterized by courtesy, good faith and
respect.
Personal Conduct
The coach must maintain the highest standards of personal conduct and support the principles of
fair play.
ELCC Sprint Coach Workbook
SECTION 3
COACHING OUTCOMES – WHAT DOES THE ELCC COACH
HAVE TO BE ABLE TO DO?
The Entry Level Competitive Canoe/Kayak Coach will:
1. Make Ethical Decisions
Correctly applies the NCCP Make Ethical
Decisions process to CKC Case Studies.
2. Provide Support To Athletes In Training
a. Verifies that the practice environment is safe.
b. Implements an appropriately structured and
organized practice.
c. Makes interventions that promote learning.
d. Safely operates a motor boat in training and
rescue situations.
3. Plan A Practice
a. Identifies appropriate logistics for practice.
b. Identifies appropriate activities in each part of
the practice.
c. Designs an emergency action plan.
4. Analyze Performance
a. Coach detects performance of the three key
elements of Sprint Canoe/Kayak technique.
b. Coach corrects performance of the three key
elements of Sprint Canoe/Kayak technique.
c. Coach accurately demonstrates the three key
elements of Sprint Canoe/Kayak technique.
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ELCC Sprint Coach Workbook
COACHING OUTCOMES & CRITERIA in DETAIL
1. Make Ethical Decisions
a. Correctly applies the NCCP Make Ethical Decisions process to CKC Case
Studies.
Facts are established for the situation
“What is at stake” is determined – ethical, legal
Potential decisions are identified and possible consequences are outlined in each case
Pros and cons of each decision are identified
The best decision option is selected
An action plan and a plan to manage the consequences is designed
2. Provide Support To Athletes In Training
a. Verifies that the practice environment is safe.
Clearly identify all existing and potential hazards in the training environment and take steps
to minimize risk to participants before and throughout the practice
Locate Medical Files and Contact #'s for athletes
Fit Personal Flotation Devices for beginner athletes and non-swimmers and adhere to club
policy regarding carriage/wearing requirements
Considers weather conditions and their appropriateness for skill level of participants
Check boats for flotation ability
Maintain class control on land as well as on water
Reinforce and teach appropriate competitive rules to enable a safe practice environment
(Including CKC Code of Safety) before and during practice
Present an Emergency Action Plan (EAP) that contains elements specific to the practice
facility being used. (As identified in Planning a practice outcome)
b. Implements an appropriately structured and organized practice.
Present a practice plan to improve one of the Three Key Elements of Canoe/Kayak technique
(this could be the same plan from the Plan a Practice outcome or a plan from Program Design
outcome)
Equipment is available and ready to use
Coach includes an appropriate fitness training component for age and ability of participants
Keep group together in a safe range for rescue purposes
Demonstrate appropriate docking procedures
Delivery of practice matches practice plan’s goal(s)
Main practice\e segments are evident
Adequate use of space and equipment is demonstrated.
Breaks are provided for appropriate recovery and hydration
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Welcomes athletes prior to practice
Coach is appropriately dressed for active coaching.
Activities contribute to development of skill(s), tactic(s) and or athletic abilities.
Practice time is maximized where participants have appropriate duration, transition, and
waiting times.
Include an appropriate cool-down component for age and ability of participants
c. Makes interventions that promote learning.
Coach creates opportunities to interact with all athletes
Coach sets up equipment appropriately for different types of athletes
Coach accurately demonstrates the five basic elements of canoe/kayak technique
Coach correctly applies drills that teach one of the five basic principles
Coach and/or demonstrator is positioned so that athletes can see and hear clearly
Explanation/demonstration has 1-3 key learning points
Key factors or teaching points are explained and checked for clarification.
Key learning points match Canoe/Kayak’s skill development model (3 KEY ELEMENTS )
Coach constructively reinforces athletes’ efforts and correct performance
Provides feedback and instruction that clearly identifies what to improve and how to improve
Feedback is positive, specific and directed towards both the group and individuals
Coach will assess whether the participants are enjoying the session and adapt to ensure fun is
had
Identifies appropriate expectations for athlete behaviour and reinforces these expectations
when appropriate
Promotes a positive image of the sport of CANOE/KAYAK and models the image to athletes
and other stakeholders.
Uses respectful language towards athletes when providing verbal interventions
Maintains a positive outlook and acknowledges athletes needs and thoughts
d. Safely operates a motor boat in training and rescue situations
Safely set up and start a coach boat (engine locked, gas mixed, enough gas, etc.)
Demonstrate safe use of motor boat when monitoring a practice situation (steady pace,
doesn’t wash out athletes)
Demonstrate a safe approach to and rescue of a swamped boat and its crew (athlete before
boat)
Keeps boats close enough to be deemed effective for training
Adheres to all government safety regulations for small vessels, including an attached kill
cord
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3. Plan A Practice
a. Identifies appropriate logistics for practice.
Athletes’ age, abilities and performance levels are identified.
The practice has a clearly identified goal, consistent with the Canoe/Kayak LTAD model and
the actual level of the athletes.
Main segments of the practice are identified: intro, warm-up, main part, cool-down and a
conclusion/reflection
Use of facilities and equipment are outlined and match practice goals.
A timeline for the activities is provided.
b. Identifies appropriate activities in each part of the practice.
Planned activities are effectively described through illustration, diagram, explanation
Activities indicate key factors (coaching points) that will be identified in the practice
activities.
Duration of overall practice and each practice segment is clearly identified, and consistent
with athlete abilities and NCCP growth and development principles.
Activities are purposeful and linked to overall practice goal (purposeful means that the
activities match the Canoe/Kayak’s LTAD model).
Planned activities reflect awareness of and control for potential risk factors.
Planned activities contribute to the development of skill (s) and are appropriate to the stage
of skill development (Acquisition, Consolidation, Refinement)
Planned activities contribute to the development of athletic abilities, are appropriate for the
Canoe/Kayak, and are consistent with NCCP growth and development principles.
Coach communicates next practice location and time to participants
c. Designs an emergency action plan.
Location of telephones are identified (cell or land lines)
Emergency telephone numbers are listed
Location of medical profiles for each athlete under the coach’s care is identified
Location of Fully-stocked first-aid kit identified
Advance “call person” and “control person” are designated
Directions to reach the activity site are provided
4. Analyze Performance
a. Coach detects performance of the Three Key Elements of Sprint
Canoe/Kayak technique through the Five Phases of the Stroke.
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Observes skills from adequate vantage point(s) as defined by Canoe/Kayak
Identifies or selects factors that has a direct impact on performance
identify one of the five basic technical elements that needs improving
Explains how the error relates to overall skill performance
Uses Canoe/Kayak approved skill development / progression checklist to scan basic
movement phases
Error identified for correction is consistent with the Canoe/Kayak approved skill
development / progression checklist.
Identifies potential causes of skill error (Cognitive / Affective / Motor)
correctly uses the five key elements of technique to analyze athletes
Correct the identified basic technical element that needs improving using appropriate drills
and corrective measures to instruct athletes
b. Coach corrects performance of the Three Key Elements of Sprint
Canoe/Kayak technique through the Five Phases of the Stroke.
Identifies specific correction based on observation of movement phases and in
accordance with the skill / development progression checklist.
Skill/performance corrections are prescriptive (emphasize how to improve, not just what
to improve) in an easily understood manner
correct the basic technical element
Explains how the correction relates to improved performance
Explains why the correction contributes to improved performance
Facilitates athletes to increase awareness of corrections by asking appropriate questions
Prescribes an appropriate activity and or drill that assists athlete to make correction in
performance.
c. Coach accurately demonstrates the Three Key Elements of Sprint
Canoe/Kayak technique through the Five Phases of the Stroke.
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The coach illustrates the three key elements of canoe/kayak technique by
demonstrating:
Balance
Propulsion
Boat Control/Steering
Through the Five Phases of the Stroke
1. Setup
2. Catch
3. Draw
4. Exit
5. Recovery
ELCC Sprint Coach Workbook
SECTION 4: LEARNING ACTIVITIES
Learning Activity Modules At a Glance
Provide Support to Athletes in Training ADD CKC ETHICAL CASE
STUDIES HERE
NEW
REF.
A. Verifies that the practice environment is safe.
Identifying Hazards (Classroom)
Identifying Hazards (Lakeside)
Identifying Hazards -- Case Studies
CKC Competitive Rules Book
EAP
SAT 1
SAT 2
SAT 3
B. Implements an appropriately structured and organized practice
Managing a Program – Team Spirit and Coaching Styles
Creating a Positive Environment
The Basis of a Plan
Canoe Kids - Activities that contribute to development of skill(s), tactic(s) and or athletic
abilities. See Section 5
SAT 4
SAT 5
SAT 6
C. Makes interventions that promote learning.
Fitting Equipment (Lakeside)
Repairing Equipment (Boathouse)
‘Feeling’ Balance
Launching &Loading Small Boats
Identifying Technical Progression
Objective of the Stroke (Classroom)
Teaching the Five Phases of the Stroke – Demonstration: Classroom
Objective of Effective Paddling Technique (Lakeside/Pool)
Coaching Sprint Canoe/Kayak Technique – (Lakeside/pool)
Self-Assessment after Coaching Session
SAT 7
SAT 8
SAT 9
SAT 10
SAT 11
SAT 12
SAT 13
SAT 14
SAT 15
SAT 16
D. Safely operates a motor boat in training and rescue situations
SAT 7 Motorboat Skills – Demonstration – (Lakeside)
SAT 8 Motorboat Skills – Practice Rescues
SAT 17
SAT 18
Analyze Performance
A. Detects performance of the five basic elements of Canoe/Kayak techniques.
SAT 14 Identifying Technical Progressions
SAT 15 Analyzing Canoe/Kayak Technique (Classroom)
SAT 16 Objective of the Stroke
AP 1
AP 2
AP 3
B. Coach corrects performance of the three key elements of Canoe/Kayak technique.
Objective of Technique
Understanding Balance
Launching & Loading Small Boats
Identifying Technical Progressions
Analyzing Canoe/Kayak Technique (Classroom)
Objective of the Stroke
Teaching the Phases of the Stroke – Demonstration
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AP 4
AP 5
AP 6
AP 7
AP 8
AP 9
AP 10
ELCC Sprint Coach Workbook
Teaching Technique (Lakeside/Pool)
Skill dev/progression checklist
CanoeKids Section on Activities
AP 11
AP 12
AP 13
C. Coach Demonstrates the three key elements of Canoe/Kayak Technique
Skill dev/progression checklist
AP 12
Additional Training for the ELC Coach
Support the Competitive Experience
Prepares for readiness in competition
Creating a Regatta Equipment Checklist
Creating a Repair Kit
Transporting and Storing Boats
Managing Regatta Day Crises
Scratch Meetings
6-16
SAC 1
SAC 2
SAC 3
SAC 4
SAC 5
ELCC Sprint Coach Workbook
PROVIDE SUPPORT TO ATHLETES IN
TRAINING
CKC ETHICS AND CKC CASE STUDIES
The case studies presented below are canoekayak club specific situations. By going through a case study,
the coaches will invariably recognize similarities in their own experience. These discussions have proven
to be an excellent opportunity for coaches to share their own experiences. These case studies support the
more generalized MED program of the NCCP.
Case Study #1 – Crew Selection
At the end of the summer, your group of athletes is participating in a regional regatta. One of the
many crews you are putting together is a K-4 500m. You can only enter one crew into the K-4.
A total of six athletes have been training for the K-4 race. Five of them have come to practice
regularly and have done everything you have asked of them. Three of these five are talented
paddlers. The other two do not exhibit the same natural talent, but they work very hard. Your
sixth paddler is an exceptionally talented paddler, but has not come to all of the practices. When
this paddler has shown up to the practices, they haven’t always put forth the effort that the others
have exhibited. Who do you select for the crew? Why?
Case Study #2 -- Inappropriate Touching
A parent of one of the children in someone else’s group comes to you with a claim that their
child had been inappropriately touched during the previous day’s activities. What do you do?
Why?
Case Study #3 – Fair Play
You are assisting at the Provincial Bantam Championships. One of the competing athletes
mentions to you in passing that the Head Coach has just spared them into another race and that
they are now in violation of the 6+2 race rule. The athlete is one of your best bantam paddlers
and your club is in contention for the Championship Burgee. What do you do? Why?
Case Study #4 – Harassment
It has come to your attention that one of your paddlers is constantly being ridiculed by the other
paddlers because they must wear a leg brace. This paddler is becoming very discouraged and
may not return to your program. What do you do? Why?
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ELCC Sprint Coach Workbook
A. VERIFY THAT THE PRACTICE
ENVIRONMENT IS SAFE
SAT – 1
IDENTIFYING HAZARDS - CLASSROOM
In small groups, discuss local safety environmental concerns and identify existing and potential
hazards. Each group will be given a hazard category (human aspect, regatta, water/weather,
facilities/equipment). Come up with as many hazards in that category as possible in the next five
to ten minutes.
Hazards:
Prevention and coping strategies:
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ELCC Sprint Coach Workbook
Goals: 1.
Participants can identify environment concerns and potential hazards.
2. Participants can identify how hazards can be avoided.
3. Participants understand how to personalize an EAP for their club.
Reference:
Use list of potential hazards/safety concerns
Blank EAP
Small Vessels Carriage Requirements for Canoes/Kayaks
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ELCC Sprint Coach Workbook
POTENTIAL SAFETY HAZARDS
AT YOUR CLUB
Broken equipment (cracked paddles, broken
rudders, etc.)
Paddlers who can’t swim
PFDs that don’t fit
Shallow water
Submerged obstacles (rocks, logs, …)
Rough or moving water
Wind
Sun
Cold
Heat
Storms
Lots of kids and only one coach
Others….
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ELCC Sprint Coach Workbook
Emergency Action Plan
Team / Event:
Site:
Charge Person:
Alternate Charge Person:
Call Person:
Alternate Call Person:
Number Card
Locations of Phones:
Phone Numbers
Emergency:
Ambulance
Police:
Fire:
Hospital:
Poison Control:
Facility:
Location Directions for Emergency Personnel:
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ELCC Sprint Coach Workbook
Small Vessels Regulations
Regarding Racing Canoes and Kayaks
A pleasure craft that is a racing canoe, racing kayak or racing rowing shell is not required to
carry personal protection equipment, boat safety equipment and distress equipment if it and its
crew are engaged in formal training, in an official competition or in final preparation for an
official competition and
(a) it is attended by a safety craft carrying a personal flotation device or lifejacket of
appropriate size that can be donned in the water for each member of the crew of the
pleasure craft; or
(b) it carries
(i) a personal flotation device or lifejacket of appropriate size for each member of
the crew,
(ii) a sound-signaling device, and
(iii) if it is operated after sunset and before sunrise, a water-tight flashlight.
"Final Preparation", in respect of an official competition, means activities to prepare for the
competition that take place at the competition venue and during the times specified by the
organizer of the competition.
"Formal Training" means practice for an official competition under the supervision of a coach
or official certified by a governing body.
"Governing Body" means a national water sport governing body
(a) that publishes written rules and criteria respecting conduct and safety requirements
during skill demonstrations, formal training or official competitions; and
(b) that
(i) certifies coaches and coaching programs,
(ii) certifies officials and programs for officials, or
(iii) recommends training and safety guidelines for certified coaches or officials.
"Official Competition" means a competition or regatta organized by a governing body or by a
club or an organization that is affiliated with a governing body.
For more information: http://www.ccg-gcc.gc.ca/obs-bsn/regs-stds
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ELCC Sprint Coach Workbook
Small Vessels Regulations
Recreational Canoes and Kayaks
Recreational canoes and kayaks not over 6 metres in length must carry the
following safety equipment when in use:
Personal protection equipment
one Canadian-approved personal flotation device or lifejacket of appropriate
size for each person on board
one buoyant heaving line of not less than 15 m in length
Boat safety equipment
one manual propelling device OR
an anchor with not less than 15 m of cable, rope or chain in any combination
one bailer or one manual water pump fitted with or accompanied by sufficient
hose to enable a person using the pump to pump water from the bilge of the
vessel over the side of the vessel
Navigation equipment
a sound-signaling device or a sound-signaling appliance
navigation lights that meet the applicable standards set out in the Collision
Regulations if the pleasure craft is operated after sunset and before sunrise or in
periods of restricted visibility
For more information: http://www.tc.gc.ca/marinesafety/debs/obs/menu.htm
SMALL VESSEL REGULATIONS FOR MOTORBOATS HERE
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ELCC Sprint Coach Workbook
Provide Support To Athletes In Training
Verify that the practice environment is safe.
SAT – 2
IDENTIFYING HAZARDS – LAKESIDE
Your group has five to ten minutes to develop a list of all the potential hazards that could occur
on the water. Include athlete safety, water in the boat, capsizing, etc.
Strategies for prevention:
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ELCC Sprint Coach Workbook
Goals: 1.
Reference:
Participants can identify environment concerns and potential hazards
on the water.
2. Participants can identify how hazards can be avoided by following
Safety, Water Emptying and Capsizing Procedures
Safety Procedures
Water Emptying Procedures
Capsizing Procedures
Safety Procedures
Life Jacket and PFD selection
All Canoe Kids must wear appropriately sized PFDs.
Check to ensure that the jacket is the correct size for the participant – usually determined
by the participant’s weight.
Take the time to explain how to find the right size and how to fasten it up securely.
Buddy System
Have participants pair themselves up with someone of approximately the same size to
work with, and as a means of accounting for the presence of everyone in the group in
case of an emergency.
Whistle System
Use the whistle system as a method of communication when the group is on the water.
One whistle means freeze and listen.
Two whistles means find your respective buddy and raise each others’ hands.
Three whistles means return to the dock immediately.
Safety Rules
A life jacket or PFD must be worn at all times when near or on the water.
No one is to take a boat without the coach’s permission.
No swimming unless authorized by the coach.
Stay within the designated area for paddling.
Wear light clothing and a hat to avoid sunburn or sunstroke.
Keep plenty of water handy for regular hydration – especially important on hot days.
Use the buddy system at all times.
Don’t overload the boats.
If you capsize far from shore, stay with your boat. Don’t swim for shore or go after
drifting paddles.
Always inform the coach of any health issues.
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ELCC Sprint Coach Workbook
Water Emptying Procedures
Canoes
1. Remove all equipment from the boat.
2. With the boat upright, hold the bow and slowly lift. This allows the water to slowly drain
from the stern. This may take five or more of the younger paddlers.
3. Once most of the water has been drained, the paddlers may remove the boat from the
water (opposite to launching procedure) and turn the boat upside down to empty it
completely or use the bailer while the boat is still in the water.
4. In most cases, the coach should assist the paddlers in emptying the boats as they are
extremely heavy when filled with water.
Kayaks
1. Always assist paddlers in emptying boats as they are very heavy when full of water.
2. Remove the equipment form the boat.
3. Hold the stern and push the bow away from the dock.
4. Push the stern down to allow the water to flow from the bow to the stern.
5. In a single motion, lift and turn the boat to allow the water to flow out of the cockpit.
6. Repeat this motion until the boat is completely empty.
7. IF the boat is extremely full of water, turn the boat over and slowly life the stern to allow
half of the water to flow out. Continue with the above procedure.
Capsizing Procedures
Canoes
Explain this procedure prior to taking any boats out on the water.
Paddlers must stay with their boat.
If there are two paddlers, have them turn the canoe upside down so that they may hold
each others’ hands over the bottom of the canoe (one paddler on each side of the canoe).
If the paddlers are very close to the shore, have them upright the canoe, place equipment
inside the canoe, and swim or walk the canoe to shore.
If the paddler is alone, instruct him/her to hold the bow and swim or walk to shore ONLY
if they are very close to the shore.
If one paddler falls out of the boat and the other stays in, have the paddler in the boat tow
the other to shore instead of trying to lift him/her into the boat.
It is sometimes appropriate to capsize the canoes on purpose as a drill to ensure paddlers
are familiar with the procedure and do not panic in the real situation.
Kayaks
Explain this procedure prior to taking any boats out on the water.
Immediately upright the kayak when it is tipped to stop the boat from filling up with
water.
Put the paddle, seat, or any other equipment into the cockpit.
Leave the equipment where it is to be picked up later if it has floated out of reach.
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ELCC Sprint Coach Workbook
Swim to the bow, hold it and swim with the boat to the dock or shore.
The boat floats, so paddlers must always stay with their boats!
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ELCC Sprint Coach Workbook
Provide Support To Athletes In Training
Verify that the practice environment is safe.
SAT – 3
IDENTIFYING HAZARDS – CASE STUDIES
Your group will be given a Safety Scenario CASE STUDY. Using the next five to ten minutes,
determine a plan of action in as much detail as possible
Action Plan:
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Goals: 1.
Participants can identify environment concerns and potential hazards.
2. Participants can identify how hazards can be avoided.
Reference:
Safety Scenarios
CKC Competition Rule Book
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ELCC Sprint Coach Workbook
Safety Scenario #1
You are a new coach at the local canoe club. You have been assigned 10 new paddlers. Of the
10, only 2 can swim. The others vary from being afraid of the water to being non-swimmers, but
not afraid of falling in.
What types of safety concerns would you have when on the water? How could you address
them?
Safety Scenario #2
Two of your co-coaches have called in sick today. You are the only coach at the club today and
more than 20 paddlers have shown up. One third of the group are confident bantams who are
eager to get out on the water and train for their upcoming regatta. Another third of the group is a
Canoe Kids program at the yellow (first) level. The final third of the group are second year
peewees who have more confidence than skill.
What types of safety concerns would you have when on the water? How could you address
them?
Safety Scenario #3
You have arrived at the club 30 minutes before your group’s workout only to discover that
equipment assigned to your group has been damaged. Three of the canoe paddles are cracked
and two of the kayaks have broken parts.
What types of safety concerns would you have when on the water? How could you address
them?
Safety Scenario #4
You are working with a group of competitive bantams. This is their day for a heavy load
workout and you have planned sets of 1000m intervals at 80% race pace. The weather prediction
for the day is extreme heat with high humidity and an air advisory warning. What types of safety
concerns would you have when on the water? How could you address them?
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ELCC Sprint Coach Workbook
B. IMPLEMENT AN APPROPRIATELY STRUCTURED AND
ORGANIZED PRACTICE.
SAT – 4
MANAGING A PROGRAM – TEAM SPIRIT & COACHING
STYLES - CLASSROOM
Your group will be given a copy of CASE STUDY A. Complete the following
tasks in 15-20 minutes. Once completed, discuss the results in the large group.
The discussion should focus on essential elements of managing a successful
“Learn to Paddle” program including adopting a coaching style to the needs of the
participants and incorporating fun into the program.
TASKS
1. What type of coaching approach or coaching style might a coach want to
incorporate for this program? Why?
2. Identify five ways a coach might build team spirit amongst your “Learn to
Paddle” participants.
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Goals:
1. Participants understand that different approaches and coaching
styles exist.
2. Participants understand that different approaches and coaching
styles have different impacts on athletes.
3. Participants understand the connection between team spirit, fun
and inclusion.
4. Participants develop a repertoire of team building activities.
Tools:
CASE STUDY A and the Team Spirit TASKS
Your Notes:
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ELCC Sprint Coach Workbook
CASE STUDY A
You have been assigned to one of the six-week summer Learn
to Paddle programs run by your club. This program is one of
the club’s most successful tools for recruiting new members.
Many parents of participants become involved volunteers as a
result of their positive experience with this program.
Approximately 75% of the bantam competitive paddlers in
your club were introduced to paddling through this program.
Your participants are a group of seven Atoms.
None of the participants have had prior paddling
experience. Two have registered because their
friends paddled last summer and had a great time.
Three have been registered because their parents
think that paddling is a healthy outdoor activity
and their children thought it might be “kind of
fun”. Two were registered by their parents in an
attempt to get them out of the house and away
from parental supervision. These two are not keen
on paddling and had no choice in their
registration into the program. Your program will
run on a daily basis for two hours each day.
Although the program lasts six weeks, it is
understood that the majority of the participants
will miss a week or two for family holidays.
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ELCC Sprint Coach Workbook
Team Spirit Tasks
1. What type of coaching approach or coaching style might a coach
want to incorporate for this program? Why?
2. Identify five ways a coach might build team spirit amongst your
“Learn to Paddle” participants.
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SAT – 5
CREATING A POSITIVE ENVIRONMENT CLASSROOM
Your group has five minutes to brainstorm as many strategies/tips as possible for
keeping paddlers interested in a program and feeling good about themselves while
they participate. After five minutes come together and share ideas as a group.
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Goals:
1.
Participants can identify specific strategies for retaining
participation in beginner programs.
2. Participants understand the links between fun, self-esteem, a
positive environment and participant retention in programs.
3. Participants are aware of different ways to determine whether or
not their group is enjoying themselves
Tools: Learning Facilitator will use flip charts to record coaches’ ideas.
Your Notes:
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SAT – 6
THE BASIS OF A PLAN - CLASSROOM
In a group, brainstorm the basic information a coach needs in order to put together
a practice geared towards improving a technical element (e.g. balance). Clearly
indicate why each piece of information is important.
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Goals:
1. Participants can identify the necessary components of a technical
practice.
Tools: Learning Facilitator will use flip charts to record coaches’ ideas.
Basic Elements of a Practice
Your Notes:
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ELCC Sprint Coach Workbook
Basic Elements of a Practice
Warm Up:
gets athletes’ bodies and minds ready to
do a workout
Instruction:
athletes need specific guidance on how
to learn something new and improve
something they already do
Skills Practice:
athletes can not improve unless they
have an opportunity to practice what
your have taught
Fitness:
ensures that athletes are continuing to
improve their physical conditioning
Fun:
will ensure that athletes enjoy the sport
and their workout
Cool Down:
allows athletes’ bodies and minds to
recover from the practice
Evaluation:
allows a coach to improve future
practices
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ELCC Sprint Coach Workbook
C. MAKE INTERVENTIONS THAT PROMOTE LEARNING.
SAT – 7
FITTING EQUIPMENT – LAKESIDE
Using some novice and young paddlers, divide into small groups and
appropriately equip each paddler (PFD, paddle and boat).
Goals: 1.
Participants understand how to safely outfit paddlers with various
PFDs, boats and paddles.
Equipment:
Variety of selection of boat types and makes; paddles of various sizes
and twists, PFDs of various sizes.
Your Notes:
6-40
ELCC Sprint Coach Workbook
SAT – 8
REPAIRING EQUIPMENT – BOATHOUSE
Using some equipment in need of repair, your LF will lead a session on how
to execute some basic fixes. If possible, they will try to include ‘quick fixes’
which serve to hold through a regatta, and some longer term fixes.
Goals: 1.
Participants understand how to safely make basic repairs to
equipment.
Equipment:
Repair Kit, some equipment which needs mending
Your Notes:
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ELCC Sprint Coach Workbook
SAT – 9
‘FEELING’ BALANCE – CLASSROOM
Utilize a skateboard to experiment with the concepts of a wide
base of support, a low centre of gravity, and, dynamic stability.
How did you move the skateboard across the room as fast
possible?
Experiment with different body positions on the skateboard.
What happens when you drag a foot?
Can you get the board to move without pushing?
Where is your weight distributed while you are moving the
skateboard?
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ELCC Sprint Coach Workbook
Goals:
Participants will ‘feel’ how centre of gravity and base of support affect
balance.
Tools:
Skateboard.
Your Notes:
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ELCC Sprint Coach Workbook
SAT – 10
LAUNCHING & LOADING SMALL BOATS LAKESIDE
In small groups, practice launching and loading small boats. Review basic
elements that must be conveyed when teaching children, teens, adults.
Goals:
1. Participants practice introducing the basic skill of balance.
2. Participants practice teaching how to launch boats.
Tools:
Refer to “How to Launch Small Boats – Teaching Tips” (
Equipment:
paddles, a single, tandem and four kayak and canoe
Your Notes:
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ELCC Sprint Coach Workbook
How to Launch Small Boats
Teaching Tips
Entering a Racing Canoe
This is a big step for a beginner and may in fact take a long time to master before he or she will
even be able to balance the boat enough to paddle it.
1. Situate the canoe so that the paddler is on the same side of the canoe as the paddle, facing the
bow.
2. Place the bun in the middle of the canoe.
3. Kneeling or squatting beside the canoe, place the front foot inside the middle of the boat in
the correct position.
4. With the weight distributed over the front foot and the two hands still on the dock, lift the
back foot and place it in the correct position behind the bun.
5. Lower the back knee onto the bun.
6. With one hand, pick up the paddle at the shaft (with the same hand as the side the paddler
paddles on), and place the tip on the dock so weight may be put on the paddle while the
paddler grabs the paddle correctly at the grip.
7. The paddler may now push away from the dock lightly with the paddle so that as soon as the
boat comes away from the dock, the paddler may start to feather to gain balance.
8. If balance is slow to come, the instructor can hold the stern and help to stabilize the canoe
while the paddler feathers and takes a few small strokes. Often the instructor can let go
without the paddler even knowing, and prove that they can stay up in the boat by themselves.
Entering a Racing Kayak
1. With the boat sitting on the water, place the paddle across the deck immediately in front of
the cockpit.
2. Crouch beside the boat facing the same direction as the bow.
3. Place the hand closest to the boat at the front of the cockpit, grasping it to secure the boat.
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ELCC Sprint Coach Workbook
4. The other hand is supporting the paddler’s weight on the dock.
5. The leg closest to the boat is lifted and placed into the very centre of the boat, approximately
30 cm in front of the seat.
6. Shifting the weight to the foot inside the kayak, bring the other foot in and cross in front of
the foot already inside the boat.
7. Staying as low as possible with the weight distributed over both feet in the boat and the hand
on the dock, the paddler will slowly ease his/her bottom backwards and down onto the seat,
while controlling the motion of the boat with the hand holding onto the kayak.
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ELCC Sprint Coach Workbook
SAT – 11
IDENTIFYING TECHNICAL PROGRESSIONS CLASSROOM
Your group will be given a BLANK Teaching Technical Progression Chart.
Each group will be assigned a different age category. Identify the order in
which you would teach the key elements and why. Record your answers on
the Technical Progressions chart.
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ELCC Sprint Coach Workbook
Goals:
1. Participants understand basic technical progressions.
2. Participants understand that this technical progression is the
standard method of teaching Canadian paddlers.
3. Participants understand that this technical progression is the same
regardless of age.
Tools:
Blank Teaching Technical Progressions Chart
Completed Teaching Technical Progressions Chart
Your Notes:
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ELCC Sprint Coach Workbook
THE THREE KEY ELEMENTS OF THE CANOE/KAYAK STROKE
WITH THE
FIVE PHASES OF THE STROKE
BALANCE
CONTINUOUS
INTERACTION
BOAT
CONTROL/
STEERING
PROPULSION
THE FIVE PHASES OF THE SPRINT CANOEKAYAK STROKE
RECOVERY
6-49
SETUP
CATCH
DRAW
EXIT
RECOVERY
SETUP
ELCC Sprint Coach Workbook
Teaching Technical Progression - Blank
Skill Level:
No Paddling Experience
Age of Participants:
Element
Rationale
1.
2.
3.
Key Elements:
Balance
Boat Control/Steering
6-50
Propulsion
ELCC Sprint Coach Workbook
Teaching Technical Progression – Completed
Skill Level:
No Paddling Experience
Element
Rationale
BALANCE
PROPULSION
(Through Rotation and the
Sequencing of the stroke
phases)
BOAT
CONTROL/
STEERING
6-51
Age of Participants:
Paddlers must understand the relationship between body position
and balance before they even get in a boat
Paddlers must progress from most stable to least stable position as
they acquire balance skills
Good balance is the foundation of good technique
Necessary to understand the three principles of balance before
learning propulsion otherwise paddlers won’t understand why they
are constantly tipping
The principle of dynamic stability applies to paddling: there is
stability in movement.
Similar to riding a bike, a forward moving boat is more stable than
a boat at rest.
As balance improves, the paddler can start to think about
propelling the boat
Need to have balance and basic propulsion skills before the
paddler can focus on the different stroke phases
Requires more balance confidence on the part of the paddler than
basic propulsion
Recruiting more fine muscle control
Rotation should be a natural result of completing the proper stroke
sequence in a relaxed and fluid fashion.
NOTE: Trying to concentrate too much on rotation before solidly
learning and applying the basic phases of the stroke can be
detrimental.
Once the boat is moving forward, it is necessary to control the boat
through steering
Involves slowing, stopping, moving sideways and backwards, and
steering the boat on a desired path
ELCC Sprint Coach Workbook
SAT – 12
OBJECTIVE OF THE STROKE - CLASSROOM
In your group, develop a one sentence objective for each phase of the
stroke.
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ELCC Sprint Coach Workbook
NOTE: Many participants will find this activity to be redundant.
However, many coaches cannot communicate this concept to a
beginner let alone understand how important the very simplicity
of this concept is to successful technical development.
Goals: 1.
Discussion Points:
Participants understand that each phase of the stroke has a unique
and important purpose to the overall objective of forward momentum.
Objective of the Setup: to provide a mental focus for the catch
Objective of the Catch: to set up an efficient draw
Objective of the Draw: to propel the boat forward by drawing the
body to the paddle
Objective of the Exit: to minimize drag on forward motion of boat
Objective of the Recovery: to set up the next stroke
Tools: LF will use a flip chart to record ideas
Your Notes:
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ELCC Sprint Coach Workbook
SAT – 13
TEACHING THE FIVE PHASES OF THE STROKE CLASSROOM
A volunteer “paddler” will be asked to kneel (or sit) on a table in the centre of
the large group. Using the “paddler”, the LF will demonstrate the five phases
of the stroke. Emphasize five basic actions:
1.
2.
3.
4.
5.
6-54
brief pause to mentally Setup before the catch
Catch the water by sinking the blade quickly and squarely;
Draw the body to the blade.;
Exit quickly and cleanly;
During Recovery, use airwork to set up the next stroke as efficiently as
possible.
ELCC Sprint Coach Workbook
Goals:
1. Participants understand the five phases of the stroke.
2. Participants understand how each phase is correctly executed.
3. Participants are introduced to basic teaching techniques for the
phases of the stroke.
Tools:
Teaching Checklists for the phases of the stroke
Teaching Correct Technique
Detection/Correction Charts
Equipment:
Paddles, stable tables,
Your Notes:
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ELCC Sprint Coach Workbook
Teaching Checklists for the FIVE Phases
of the Stroke
Forward Stroke – Canoe
Perform while kneeling in the racing position
Setup
Catch
Draw
1. Situated on side of dock, paddler twists the hip and torso forward and
reaches forward to create a perfect “A” shape with shaft, trunk and lower
arm.
2. A slight pause emphasizes the mental focus on the Catch
3. paddler reaches forward and submerges the paddle in the water beside the
dock.
4. Top arm is at head height, hand is over the water, the elbow has a slight
angle and should remain at this angle for the duration of the stroke.
5. Lower shoulder and arm are rotated and extended forward, and the elbow
is locked at the catch.
6. Top arm pushes down until the blade is fully submerged.
7. Bottom shoulder and arm pull the paddle back through the water.
Exit
Recovery
8. Once the blade reaches the hip in the water, the body sits up and pulls the
paddle out of the water in a smooth sideways swinging motion with the
shoulder initiating this motion.
9. Paddle is brought forward in the air to the starting position to complete
one full stroke.
WHAT
Used to propel boat forward in a generally straight line.
Basic canoe stroke from which modifications are made to control and steer boat
Teaching Tips:
Allow paddler to try this stroke on both sides while on the dock
Do not spend too much time on the dock
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ELCC Sprint Coach Workbook
Start athlete on both knees until they feel comfortable on the dock
Let the paddler decide which knee is most comfortable (if you end up with too many rights or
lefts, this is the time to switch them around)
Emphasize comfort and confidence versus perfect technique
While on the dock, encourage all paddlers to stay in stroke (will be beneficial in the carry
over to crew boats).
Feathering Stroke – Canoe
Perform while kneeling in the racing position
1. Back edge of the paddle is flat on the water.
2. In a planing action, the paddler moves his paddle back and forth along the surface.
3. The motion can be described to the paddler as “spreading peanut butter” or “icing a cake”.
4. The grip of the top hand does not change for this stroke.
5. Make sure that the paddle always stays above the water: don’t let the edge of the blade slide
in.
WHAT
Used as an aid to balance
Teaching Tips:
Should be taught on dock before attempting to balance a racing boat.
Have paddler put as much weight on the paddle as possible while feathering.
Backwater Stroke – Canoe
Perform while kneeling in the racing position
1. Paddler places the paddle in the water past the hip and in a pushing action of the bottom arm,
moves the water towards the front of the boat.
2. Blade is skimmed back over the surface of the water towards the stern to begin another
stroke.
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ELCC Sprint Coach Workbook
WHAT
Used to slow the boat down, maneuver the boat into position or move the boat backwards
Teaching Tips:
Make sure paddlers keep edge of blade above the water
Check Stroke – Canoe
Perform while kneeling in the racing position
1. In a similar action to the backwater stroke, the paddler places his or paddle in the water just
past the kneeling knee and applies pressure against the water.
WHAT
Used for single purpose of slowing or stopping the boat while it has forward motion
Draw Stroke – Canoe
(Pulling Wide)
Perform while kneeling in the racing position
1. Paddler extends the flat side of the blade out parallel to the side of the boat and
buries the paddle in the water.
2. Paddler draws, the water towards the boat which will move boat sideways
across the water.
WHAT
Used to maneuver the boat in the water, and for steering purpose
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ELCC Sprint Coach Workbook
Teaching Tips:
Tell paddlers that they are going to pull or “draw” the water towards the canoe
“J” Stroke – Canoe
Perform while kneeling in the racing position
1. Paddler sets up and begins the stroke in the exact manner as the forward stroke until
the paddle reaches the knee.
2. At the knee, the paddler must turn away the top hand by pushing the pad of the thumb
forward on the grip of the paddle.
3. This action turns the blade of the paddle in the water so that the blade is now facing
away from the side of the boat.
4. Paddler pries the blade outward away from the side of the boat.
5. Top arm is dropped forward and away from the paddling side as the lower arm is
pulling the paddle outward.
6. Action of turning the blade and prying the water from the boat causes the path of the
paddle to follow the shape of the letter “J”.
WHAT
Used to steer the canoe
When paddling the forward stroke, the boat almost always runs in the opposite direction of
the side the participant is paddling because there is no opposing side force.
“J” stroke used to maintain forward run of boat by supplying an opposing side force
Teaching Tips:
6-59
Stroke should be demonstrated and practiced on the dock before it should be attempted in
a canoe
ELCC Sprint Coach Workbook
Use the recreation canoes to master the stroke before the racing canoe
Forward Stroke – Kayak
Setup
Catch
1. Starting from correct resting position, paddler rotates forward at the
hip, twists the torso and reaches forward with the shoulder and lower
arm.
2. Top arm is bent at approximately 90 degrees with the hand at eye
height. The paddle side leg is ‘cocked’ and ready to be straightened.
A slight pause emphasizes the mental focus of the Catch
3. Blade on the extended side is buried fully into the water while
maintaining the top arm position.
Draw
4. Blade is drawn back with the extended shoulder by counter rotating
the trunk.
5. Top arm and shoulder are simultaneously rotating forward on the other
side to assist in propelling the paddle through the water.
Exit
6. Once the paddle has been pulled to the hip on the paddle side, the arm
lifts the paddle out of the water in smooth motion up to eye height.
Recovery
7. The paddler is now set up to take a stroke on the other side and the
same series of movements follow in the opposite side.
WHAT
Used to propel boat forward in a generally straight line.
Teaching Tips:
Allow paddler to feel comfortable pulling the blade through the water before emphasizing
rotation or any other finer details of the stroke
Make sure the grip does not change with the twist.
Emphasize comfort and confidence versus perfect technique
Paddlers may feel more comfortable learning stroke using paddle boards
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ELCC Sprint Coach Workbook
Feathering Stroke – Kayak
1. Power face of the paddle is facing upwards and back edge of the paddle is flat on the water.
2. In a planing action, the paddler moves his paddle back and forth along the surface.
3. The motion can be described to the paddler as “spreading peanut butter” or “icing a cake”.
4. Make sure that the paddle always stays above the water: don’t let the edge of the blade slide
in.
WHAT
Used as an aid to balance
Teaching Tips:
Should be taught on dock before attempting to balance a racing boat.
Have paddler put as much weight on the paddle as possible while feathering.
Backwater Stroke – Kayak
1. Paddler places the paddle in the water past the hip and in a pushing action of the bottom arm,
moves the water towards the front of the boat.
2. The backside of the paddle is the side which applies pressure to the water from stern to bow.
3. Blade is skimmed back over the surface of the water towards the stern to begin another
stroke.
WHAT
Used to slow the boat down, maneuver the boat into position or move the boat backwards
Teaching Tips:
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ELCC Sprint Coach Workbook
Make sure paddlers keep edge of blade above the water
Have paddlers practice on both sides.
Check Stroke – Kayak
1. In a similar action to the backwater stroke, the paddler places his or paddle in the water just
past the kneeling knee and applies pressure against the water.
2. The backside of the paddle applies the pressure to the water.
WHAT
Used for single purpose of slowing or stopping the boat while it has forward motion
Teaching Tips:
Have paddlers practice on both sides.
Resting Position – Kayak
1. Paddler assumes a sitting position with legs together, knees bent at approximately 160
degrees (relaxed bend in both legs) and feet are resting on footrest.
2. Weight is evenly distributed over the seat.
3. Paddle is held in the correct, resting on the knees
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ELCC Sprint Coach Workbook
SAT – 14 OBJECTIVE OF EFFECTIVE PADDLING TECHNIQUE –
CLASSROOM
Answer the following question:
“What is the objective of paddling technique?”
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ELCC Sprint Coach Workbook
Goals:
1.
Participants understand why the development of solid and correct
technique is a paddling essential.
Tools: Your LF will use a flip chart to record ideas
Your Notes:
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ELCC Sprint Coach Workbook
SAT – 15
COACHING SPRINT CANOE/KAYAK TECHNIQUE –
LAKESIDE/POOL
Using some novice and young paddlers, the LF will demonstrate how to teach a
specific element. Coaches will then divide into small groups and practice
coaching a key Canoe/Kayak element using an activity from Section 5.
After you have completed the exercise and sent the beginning paddlers back
home, the coach candidates will be brought back together to discuss their
experiences.
Coaches will be given a BLANK Teaching Correct Technique Chart. Identify
how you would develop each skill for a beginner. Record your answers on the
Technical Progressions Chart.
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ELCC Sprint Coach Workbook
Goals:
1. Participants have a clear understanding of the technical
fundamentals that need to be developed in beginning paddlers.
2. Participants have an understanding of basic teaching technique for
these fundamentals.
3. Participants are introduced to basic skills teaching techniques.
Equipment:
paddles, blocks, seats that can be used on the dock, paddle boards
Tools:
Blank Teaching Correct Technique Chart
Completed Teaching Correct Technique Chart
Your Notes:
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ELCC Sprint Coach Workbook
Teaching Correct Technique - blank
Key Element
Fundamentals to
be developed in
beginners
How to develop in beginners
Wide base of support:
Three principles of
balance:
Wide base of
support
Balance
Low centre of gravity:
Low Centre of
gravity
Dynamic stability:
Dynamic
Stability
Feathering
Body Position
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Feathering Stroke:
ELCC Sprint Coach Workbook
Teaching Correct Technique - blank
Key Element
Fundamentals to
be developed in
beginners
Canoe and Kayak
Forward stroke
Technical focus on:
Setup
Catch
Draw
Exit
Recovery
CANOE:
Top hand position
at catch
Straight arm pull
Sit-Up straight
during recovery
Timing of “j”
stroke
Rhythm of the five
phases
Propulsion
KAYAK:
Straight bottom
arm at catch
Top hand position
at catch
Press on the
footboard with
paddling side leg
during the pull
Path of paddle
during five phases
Rhythm of five
phases
ROTATION:
Automatic, fluid
and continuous
movements
6-68
How to develop in beginners
ELCC Sprint Coach Workbook
Teaching Correct Technique - blank
Key Element
Fundamentals to
be developed in
beginners
Boat
Control/
Steering
6-69
Canoe and
Kayak
Backwater and
Check strokes
Canoe and
Kayak Draw
stroke
Canoe “J”
stroke
Canoe “C”
stroke
How to develop in beginners
Teaching Correct Technique - completed
Key Element
Fundamentals to be
developed in beginners
Three principles of balance:
Wide base of support
Low Centre of gravity
Dynamic Stability
Feathering
Body Position
Balance
How to develop in beginners
Wide base of support: use the paddle to broaden the lateral base of support,
introduce feathering as making the paddle an extension of the boat (e.g. a
pontoon), start with wider boats as they will have a wider base of support.
On land experience difference of standing with two feet versus one foot.
Low centre of gravity: the lower the centre of gravity, the more stable the
position. It is easiest to teach balance to young paddlers by keeping the
centre of gravity in the boat. Have athletes sit as low in the boat as
possible,. Teach athletes that their personal centre of gravity is in their
torso, experience what happens when centre of gravity is not centred over
base of support and link that to keeping their centre of gravity within the
boat. Demonstrate and explain how the centre of gravity can exist outside
the boat while still maintaining balance.
Dynamic stability: centre of gravity starts to shift with movement. Can
counteract this shift by providing another force in the opposite direction
(like a balance scale). Hold boat for paddler and have them lean from side
to side, then ask them shift their hips in the opposite direction to balance
like a scale.
Feathering Stroke: teach first on the dock, back edge of paddle is flat on
water, in a planing action paddler moves paddle back and forth along water
surface (paddle is a big knife spreading peanut butter on the water), grip of
top hand does not change, keep paddle edges above water, have paddler
lean as much weight as possible on paddle.
Teaching Correct Technique - completed
Key Element
Fundamentals to be
developed in beginners
Canoe and Kayak
Forward stroke
Technical focus on:
Setup
Catch
Draw
Exit
Recovery
Propulsion
CANOE:
Top hand position at catch
Straight arm pull
Sit-Up straight during
recovery
Timing of “j” stroke
Rhythm of the four phases
KAYAK:
Straight bottom arm at
catch
Top hand position at catch
Press on the footboard
with paddling side leg
during the pull
Path of paddle during four
phases
Rhythm of four phases
Rotation - Automatic,
fluid and continuous
movements
How to develop in beginners
Make sure the paddle has been properly selected and gripped
Focus on a single clear objective
Keep instructions simple and to the point.
Start on the dock, a paddle board or on a bench on dry land where
physical manipulation can occur to ensure correct body positions.
Demonstrate the basic skills
Teach both canoe and kayak strokes
For canoe, start an athlete on both knees until they feel comfortable on
the dock, then let athlete decide which knee is most comfortable on the
dock, have every paddler try both sides
Emphasize comfort and confidence
May want to break down stroke into five phases (setup, catch, draw, exit,
recovery).
Use demonstrations and video when appropriate
Perform water warm-up drills to encourage paddlers to focus on specific
objective.
Practice on-water drills and techniques
Emphasize pulling blade through the water for propulsion
Have paddlers focus on the ‘feel’ of the technique
Work in small groups to allow for personal attention on each paddler.
Recognize positive aspects of an individual’s technique when correcting
deficiencies so as to build confidence through what can be a frustrating
process.
Teaching Correct Technique - completed
Key Element
Fundamentals to be
developed in beginners
Boat
Control/
Steering
Canoe and Kayak
Backwater and Check
strokes
Canoe and Kayak
Draw stroke
Canoe “J” stroke
Canoe “C” stroke
How to develop in beginners
Make sure the paddle has been properly selected and gripped
Start on the dock, a paddle board or on a bench on dry land
Demonstrate the basic skills
Teach both canoe and kayak strokes
For canoe start an athlete on both knees until they feel comfortable on the
dock, then let athlete decide which knee is most comfortable on the dock,
have every paddler try both sides
Emphasize comfort and confidence
May want to break down stroke into five phases (catch, pull, exit,
recovery).
Emphasize pulling blade through the water for propulsion
Ensure that the kayak grip does not change with the twist
Refer to the J-Stroke Teaching Checklist for canoe steering techniques
Explain the use of the toe board and rudder for directional control of a
kayak
“C” Stroke” is the opposite of a sweep, an inside sweep which goes
under the boat.
SAT – 16
SELF-ASSESSMENT AFTER COACHING SESSION
Source: Community Sport — Initiation Reference Material, Coaching Association of Canada,
2003.
Great coaches are continually looking for ways to improve. In order to be able to tell if you are
improving, you will need to ask yourself and others “How am I doing?”
The following assessment tools are provided to help you check how you are doing as a
community coach. You will see that they are clearly focused on your ability to provide a fun and
safe environment in which children can learn through playing a sport.
You will use some of these tools during your practice coaching sessions in the workshop, but
you may also choose to use them throughout your season by asking a trusted parent or an
assistant to fill them in for you, or by filling them in yourself.
A few words on receiving feedback from others…
When you ask others their feedback, remember to listen attentively to their observations
and comments without expressing defensiveness. You may not always agree with their
observations, but you have asked for the input, so it deserves to be considered with an
open mind.
If possible, try to gather feedback from more than one person, and look for
commonalities among their comments.
It is your choice what you decide to implement and what comments you choose to ignore.
The power to change your behaviours remains yours alone.
Tip:
The greatest way to encourage children/youth in sport to receive your
feedback as a coach and to try to improve their abilities is to model this
behaviour. Coaches who regularly ask for feedback and who actively
seek to improve their intervention skills are showing the children they
coach that it is good to aim at getting better in whatever you do.
It is very true that a picture is often worth more than words alone.
Self-assessment Sheet #1
Practice Coaching #1: Explanation, demonstration, organization, and safety
Yes
Criteria
Selection of the activity
The activity selected is appropriate for the age of the participant
The activity selected is appropriate for the ability of the participant
Comments/suggestions:
Safety before beginning the activity
Equipment is appropriate for the age/size of the participant
Equipment is in good repair and is properly adjusted
The playing area is checked for hazards
Comments/suggestions:
Explanation
Coach is positioned such that all children can see and distractions are minimized
Explanation and demonstration last 90 seconds or less in total time
The purpose of the exercise/activity is clearly stated
One or two key points are emphasized (not necessarily technical aspects)
Safety points are emphasized, if appropriate
Coach speaks clearly and loud enough for all to hear
The choice of words is appropriate for the age of the participants
Participants are checked for understanding
Comments/suggestions:
No
Demonstration
All the participants can clearly see the demonstration
The speed of the demonstration allows participants to see accurately what they are to do
Coach demonstrates in a manner that a child would be able to perform the activity
Coach reinforces key points while he/she demonstrates
Participants are checked for understanding
Comments/suggestions:
Organization
A sufficient area is used for the activity
Available equipment is used optimally
Participants are active for the majority of the time (minimum waiting in line)
Comments/suggestions:
Safety during the activity
If a potentially hazardous situation presents itself, coach deals with it immediately
Comments/suggestions:
Self-assessment Sheet #2
Practice Coaching #2: Skill progression, intervention, and communication
Yes
Criteria
Skill progression
The progression for skill development is appropriate for the age/ability of the participant
Coach focuses on the appropriate key points for the skill to be developed
Coach adjusts the activity for more advanced and less advanced abilities within the group
Comments/suggestions:
Intervention
Coach scans the entire group constantly and intervenes with a variety of participants
Coach looks for input/feedback from the participant
Correction or reinforcement is clear and a visual is provided
Correction or reinforcement is brief and participant returns quickly to activity
Coach focuses on communicating what to do (not what NOT to do)
Comments/suggestions:
Communication
Coach speaks in a calm tone of voice (i.e. does not yell at the participants)
Coach uses language that the children can easily understand
Coach refrains from the use of foul language
Words and body language used in the correction or reinforcement are positive *
When praise is given, it is specific, not general (e.g. “you are doing ___well”, not “nice one!”)
Coach acts and speaks with enthusiasm *
Comments/suggestions :
No
*This looks like:
*This sounds like:
* This feels like:
Smiles; nods in the affirmative
Cheers; “Sally, you did ___ very well. Way to go!”; “Johnny, I see that
you are improving at ___. Great job!”
High fives; safe pats on the back; a hand shake of congratulations (use
these only if the child/youth is clearly comfortable with physical contact
from you)
Counting interventions during the activity
Number
Duration of the activity in minutes (when participants are practicing, excluding explanation &
demo)
Total number of interventions with the entire group
Total number of interventions with individual participants
Total number of different participants with whom the coach intervened
Remember, more is not necessarily better. The total numbers are only to give you
an indication of how often you are intervening and whether you are moving among
the group or focusing only on certain participants.
Are the Children Having Fun?
While the children were participating, the following was observed:
(tick once in the shape for each time it was observed)
A child smiled
A child laughed or giggled
A child encouraged another
(cheer, pat on back, high five)
YOUR SELF-ESTEEM METER (count your ticks)
Today, your coaching helped make a child feel good about
himself/herself _____ times. Way to go!
Are you Spreading your Attention Around?
This is a tool to help you assess whether you are reaching all of the
participants you coach. Are you sure that you are spreading your attention
among all of the participants that you coach? Sometimes, what we think we
do is quite different from what we actually do. In reality, as coaches we are
not able to pay attention to everyone, all of the time. Sometimes, some
participants need more of our help than others. As a general guideline,
however, because you are valued by the participants that you coach, try to
make an intervention at least once during a practice with each participant,
especially to point out the specific things he/she is doing well. Using the table
below, write in each of the names of the participants you coach, and tick on
their “INT” boxes each time you intervene with a given participant. Compare
your results over several practices to be sure you are spreading your attention
among all participants.
Date of practice: ______________________
Int = Intervention
Name
Ex. Jamie
Int 1
Int 2
Int 3
Int 4
Int 5
How are you Acting During Competitions, and is Everyone
Getting a Chance to Play?
While you were coaching, the following was observed:
(tick once in the shape for each time it was observed)
The coach encouraged a child
The coach spoke harshly
or yelled at a child
(smile, cheer, pat on back, high
five)
The coach commented
negatively about or to the
official
Participant’s name
A child smiled, laughed or
cheered
Total
playing
time
Participant’s name
1.
7.
2.
8.
3.
9.
4.
10.
5.
11.
6.
12.
Total
playing
time
D. SAFELY OPERATE A MOTOR BOAT IN TRAINING AND
RESCUE SITUATIONS
SAT – 17
MOTORBOAT SKILLS: DEMONSTRATION –
LAKESIDE
The LF will demonstrate gassing up, starting and safe operation of the
motorboat. Pending time and equipment availability, the participants
will be given an opportunity to practice their skills.
Goals: 1.
Participants understand basics of safe motorboat operation.
Equipment:
Motorboat, gas, oil
Your Notes:
SAT – 18
MOTORBOAT SKILLS – PRACTISE RESCUES LAKESIDE 2
Perform Tip, Turn and Tow drills with different sizes and types of boats.
Candidates will take turns operating the safety/rescue boats and being rescued.
Goals: 1.
Participants understand basics of safe rescues.
Equipment:
Motorboat, gas, oil, paddlers, canoes/kayaks, PFD’s
Your Notes:
ANALYZE PERFORMANCE
A. COACH DETECTS PERFORMANCE OF THE THREE KEY
ELEMENTS OF TECHNIQUE
AP– 1
ANALYZING CANOE/KAYAK TECHNIQUE-CLASSROOM
Each coach will be asked to bring in a video of one of their own athletes
needing technical work. One video will be selected by the LF and as a large
group, coaches will watch 2-5 minutes of footage.
Using the BLANK Canoe and Kayak Pitfalls and Corrective Measures Chart
headings as a guideline, discuss what the video paddler needs to work on and
how the coach might go about improving the technique.
Goals: 1.
Participants can use the charts as tools to analyze paddling technique.
2. Participants can explain their charts in their own words.
3. Participants identify common pitfalls for beginners and children.
Tools:
Blank Canoe and Kayak Pitfalls and Corrective Measures Chart
Canoe and Kayak Pitfalls and Corrective Measures Chart
Your Notes:
Canoe and Kayak Pitfalls and Corrective
Measures Chart - blank
Key Element
Potential Pitfalls for
beginners AND children
Fear of falling in
Can’t “feel” the
balance in the boat
Not relaxed
Leaning on gunnels
Balance
Canoe and Kayak
Forward stroke
Propulsion
See detailed
Correction/Detection
Chart
Rotation
Boat
Control
Canoe and Kayak
Backwater and
Check strokes
Canoe and Kayak
Draw stroke
Canoe “J” stroke
Canoe “C” stroke
Corrective Measures
(Drills, instructions)
Canoe and Kayak Pitfalls and Corrective
Measures Chart – completed
Key Element
Balance
Potential Pitfalls for
beginners AND children
Fear of falling in
Can’t “feel” the
balance in the boat
Not relaxed
Leaning on gunnels
Canoe and Kayak
Forward stroke
Over-focusing on
rotation
Propulsion
Boat
Control/
Steering
Canoe and Kayak
Backwater and
Check strokes
Canoe and Kayak
Draw stroke
Canoe “J” stroke
Canoe “C” stroke
Corrective Measures
(Drills, instructions)
Hold the boat while the beginner experiments with their centre of
gravity with their eyes open and closed
Use a wider boat (mini kayaks and rec canoes)
Practice feathering on the dock
Paddle with eyes closed
Paddle kayaks with hands
Practice different positions (sitting, kneeling, standing)
Toss paddle like a javelin then paddle over to retrieve it
Pass the paddle over and under the boat
Practice over leaning (how far can they lean before reaching the
point of no return)
Emphasize leaning on the paddle while feathering instead of leaning
on the gunnels
Correctly position grip (find sensations or images that paddlers can
relate to when their hands are in the proper grip position.)
Revisit balance exercises and drills
Dock Paddling
Hand Paddling
Obstacle Courses
Relay Races
Canoe Tag
Pleasure Canoe Tug of War
Canoe Polo
See detailed Correction/Detection Chart for precise modifications.
Go back to basic skills of balance, propulsion and stroke sequence
Correctly position grip (find sensations or images that paddlers can
relate to when their hands are in the proper grip position.)
Revisit balance exercises and drills
Dock Paddling
Hand Paddling
Obstacle Courses
Relay Races
Canoe Tag
Pleasure Canoe Tug of War
Canoe Polo
B. COACH CORRECTS PERFORMANCE OF THE THREE KEY
ELEMENTS OF TECHNIQUE
AP– 2
ANALYZING CANOE/KAYAK TECHNIQUE-CLASSROOM
Each coach will be asked to bring in a video of one of their own
athletes needing technical work. One video will be selected by the LF
and as a large group, coaches will watch 2-5 minutes of footage.
Using the BLANK Canoe and Kayak Detection – Correction Chart
headings as a guideline, discuss what the video paddler needs to work
on and how the coach might go about improving the technique.
Goals:
1. Participants identify a variety of corrective measures for technical
errors.
Tools:
Blank Canoe and Kayak Detection and Correction Chart
Canoe and Kayak Detection and Correction Chart
Your Notes:
CANOE Detection-Correction - Blank
Skill Level:
Beginner
ERROR
Little or no use of back
muscles – pulling with
arms
Bow bouncing up and
down
Apparent increase in
resistance on the blade
Limited use of the back
Less efficient leverage
Decrease in resistance on
the blade
Paddler bent too far over
Short stroke
Lost reach
Ineffective steering
Leaning boat
Age of Participants:
CAUSE
All ages
ADJUSTMENT
KAYAK Detection – Correction - Blank
Skill Level:
Beginner
ERROR
Lost Reach
Pulling with arm
Pulling with arm
Loss in power
Inhibition of rotation
and breathing
Bouncing of boat
Side to side slewing of
the boat at the stern
Weaving the boat
Lateral boat rock
Uneven or ineffective
application of force on
blades
Age of Participants:
CAUSE
All ages
ADJUSTMENT
CANOE Detection – Correction -Completed
Skill Level:
Beginner
ERROR
Little or no use of back
muscles – pulling with
arms
Age of Participants:
CAUSE
Incomplete sit-up during the pull
phase
Counter rotation and sit-up do not
occur at the same time
Bow bouncing up and
down
Apparent increase in
resistance on the blade
Riding the front knee – when the
lower body moves forward by
pivoting on the kneeling knee and
bending the front knee, weight is
transferred to the front foot
ADJUSTMENT
Use stomach and lower back to sit
up with the pull phase.
Focus on majority of the force at the
start of the stroke where the muscles
are stretched and most effectively
positioned
Maintain the weight on the bottom knee.
Keep a semi-rigid front knee so the
weight does not transfer to the front foot
Bottom hand too high on the shaft
Limited use of the back
Bottom hand too low on the shaft
Less efficient leverage
Decrease in resistance on
the blade
Paddler bent too far over
Bent arm during catch
All ages
Short stroke
Constant reminders – “where is
your bottom hand on the shaft?”
Demonstrate the difference between
too high and the correct position
Put tape on the shaft
Constant reminders – “where is
your bottom hand on the shaft?”
Demonstrate the difference between
too high and the correct position
Put tape on the shaft
Try to help the paddler understand
why it is more efficient to have the
bottom hand in the correct position
Straighten arm at catch
Fall on the paddle, let it catch the
paddler
Lock the elbow
Lost reach
Ineffective steering
Leaning boat
Position in boat (often beginners
feel more stable by having feet
over to one side of boat)
Put tape on bottom of boat
where feet should be
Once balance allows for floor
board, problem is easier to fix.
KAYAK Detection – Correction
Skill Level:
Beginner
ERROR
Lost Reach
Pulling with arm
Pulling with arm
Age of Participants:
CAUSE
-Completed
All ages
ADJUSTMENT
Bottom arm bent during catch
(can occur with a full rotation
but the power is not transmitted
from the back)
Slow the stroke down
Tell the paddler to lock the
paddle at the catch and do not
pull unless the arm is straight
Limited or no trunk rotation
Tell paddler to keep chest
parallel to paddle
Rotate to face opposite shore
Loss in power
Inhibition of rotation
and breathing
Too much forward lean
Sit up and stick out chest
Keep chin up
Bouncing of boat
Torso bobbing with each
forward stroke
Rotation should be occurring
around axis of spine thus
eliminating forward and
backward movements
Think “barber shop pole”
Side to side slewing of
the boat at the stern
Stroke too far from side of boat
Weaving the boat
Keep path of the paddle in line to
the keel of the boat
Too long strokes often
accompanies poor balance as it is
an unstable position
Lateral boat rock
Blade pulled too far back past
hip
Do not allow top hand to cross
over centre line – aim for centre
of boat
Uneven or ineffective
application of force on
blades
Position of hands too high or
too low
Hands should aim for the tip of
the boat (from the paddler’s
perspective)
Use tape on shaft to ensure
proper positioning
B. COACH DEMONSTRATES THE THREE KEY ELEMENTS OF
TECHNIQUE
AP– 3
DEMONSTRATE CANOE/KAYAK TECHNIQUE-LAKESIDE
The LF will demonstrate the three key elements of Canoe/Kayak
Technique. Each coach will then demonstrate the three key elements
of Canoe/Kayak Technique.
Goals: 1.
Participants demonstrate the five basic elements of Canoe/Kayak
Technique.
Equipment:
paddles, blocks, seats that can be used on the dock, paddle boards
SECTION 5
CANOE/KAYAK KIDS GAMES AND ACTIVITIES
CANOE KIDS ACTIVITIES
Over / Under
Eyes Closed
Hand Paddling / Spear Fishing
Footbath
Riding the Waves / Wave Rodeo
Waiter
Dock Paddling – Canoe Forward Stroke
Dock Paddling – Kayak Forward Stroke
Dock Paddling – Feathering Stroke
Dock Paddling – “J” Stroke
Dock Paddling – Draw Stroke (Pulling Wide)
Dock Paddling – Backwater Stroke / Check
Target Ball
Treasure Hunt
Leap Frog
Relay Races
Obstacle Courses
Mini-Triathalon
Skills and Thrills Duathalon
Fox and Rabbit
Keep Away / Monkey in the Middle
Stops and Starts
Pause Paddle
Wide Grip
Canoe Tag
Sample Practice Plan
CANOE KIDS
ACTIVITIES
Fun activities to help develop
BALANCE
PROPULSION
TECHNIQUE
OVER / UNDER
For Ages:
7 – 12 years
Ability Level: Beginner to Intermediate Canoe Kids
Equipment:
Rec Canoes, Mini / Slender kayaks, paddles, PFD’s,
Duration:
5-10 minutes
Purpose:
To successfully pass the paddle under the boat from one side to the other.
What this activity develops
Balance
Righting a capsized boat
Description
Participants pass their paddle under their boat and bring it up on the other side without
tipping. Paddles is then passed back under the boat to the original side. Coach can
encourage participants to keep track of number of successful passes before capsizing.
Key Instructions for Paddlers:
1. Pass your paddle under your boat to the other hand.
2. Think about maintaining your balance by …..
3. Pass the paddle back under your boat to the original hand.
Increasing the challenge for older or more skilled paddlers:
Safety Notes
.
EYES CLOSED
For Ages:
7 – 12 years
Ability Level: Intermediate to Advanced Canoe Kids
Equipment:
Rec Canoes, mini kayaks or slenders, paddles, PFD’s,
Duration:
5 – 10 minutes (pending desired length of paddle)
Purpose:
To develop a “feel” for balance and movement by paddling a certain number of
strokes with the eyes closed.
What this activity develops
Balance
Awareness of motor movement
Description
Paddlers close their eyes and attempt to paddle a pre-determined number of strokes.
This can be done on the dock or in the boats.
Key Instructions for Paddlers:
1. On the dock, close your eyes and paddle 5 strokes.
2. Once everyone has tried that, pair up into crews of two.
3. The paddler who is not steering will close their eyes and paddle for 5-10 strokes.
4. After you have tried this a few times, come back to the dock and switch positions so the
other paddler can try it too.
Increasing the challenge for older or more skilled paddlers:
Try it in single boats once the paddler has lined themselves up for a clear run for 5
strokes.
Safety Notes
Make sure that crews don’t hit each other or other obstacles while their eyes are
closed.
HAND PADDLING / SPEAR FISHING
For Ages:
7 – 12 years
Ability Level: Beginner to Advanced Canoe Kids
Equipment:
Mini kayaks or slenders, paddles, PFD’s,
Duration:
5 – 10 minutes (pending desired length of paddle)
Purpose:
To maintain balance while propelling the boats using hands instead of paddles.
What this activity develops
Balance in kayaks
Description
Participants paddle their boats with their hands instead of their paddles.
Key Instructions for Paddlers:
1. Paddlers spread out facing away from each other.
2. Pretend your paddle is a spear and throw it in front of you as far as you can.
3. Using your hands, move your boat to your paddle and fish it out of the water.
Increasing the challenge for older or more skilled paddlers:
Incorporate this activity into a relay race or obstacle course.
Increase the distance the participants have to paddle.
Increase the complexity of the course to paddle (i.e. leave paddles on the dock and hand
paddle around obstacles or through buoys).
Safety Notes
Enthusiastic participants may throw their blades carelessly.
Ensure that all paddlers are well spread out when their throw their paddles.
FOOTBATH
For Ages:
7 – 12 years
Ability Level: Intermediate to Advanced Canoe Kids
Equipment:
Rec Canoes, mini kayaks or slenders, paddles, PFD’s,
Duration:
5 – 10 minutes (pending desired length of paddle)
Purpose:
To experience how a shift of weight affects balance by paddling with feet
outside the boat.
What this activity develops
Balance
Description
Paddlers in kayaks paddle with both feet out of the cockpit and in the water – so they
are taking a foot bath. Paddlers in canoes put only one foot out of the boat and in the
water.
Key Instructions for Paddlers:
1. Kayak paddlers take both feet out of the cockpit and place one foot on either side of the
boat so that your feet are in the water – taking a footbath.
2. Canoe paddlers can give their front foot a footbath by putting in the water on the nonpaddling side of their boat.
3. Paddle to a designated spot and return.
Increasing the challenge for older or more skilled paddlers:
Divide paddlers into teams of two and have footbath relay races.
Safety Notes
RIDING THE WAVES or WAVE
RODEO
For Ages:
7 – 12 years
Ability Level: Intermediate to Advanced Canoe Kids
Equipment:
Rec Canoes, mini kayaks or slenders, paddles, PFD’s, Motorboat
Duration:
10 – 15 minutes (pending desired length of paddle)
Purpose:
Experience waves by paddling alongside a motorboat wake.
What this activity develops
Balance
Boat control in wave conditions.
Description
Participants align their boats parallel to motor boat wake and paddle through the
waves as they follow the motor boat. Coach starts out directing the group in straight
lines and large turns. As group becomes more comfortable with the waves, turns can
become tighter and eventually circles. This exercise helps paddlers to think of waves
as a source of fun and skill development instead of a source anxiety.
Key Instructions for Paddlers:
1. Line paddlers up so that they are on the outskirts of the motorboat wake and at least 1520 feet behind the motorboat.
2. Play follow the leader with the motor boat as the leader.
3. Paddlers paddle as close to the “big” waves as possible.
4. Think of the waves as something to “ride” as though they were surfing or tubing.
Increasing the challenge for older or more skilled paddlers:
Lead the group into tighter multiple circles which creates a bigger wake.
Stage a WAVE RODEO where each paddler rides bigger and bigger waves until they get
“thrown” – just like riding a steer or bucking bronco at the rodeo.
Safety Notes
Make sure that crews are safely positioned away from the motor.
Keep your eye on the participants as there may be some tipping as they practice on the
waves. When crews tip, make it a fun event so that they stop thinking about tipping
as something to be “feared”.
WAITER
For Ages:
7 – 12 years
Ability Level: Intermediate to Advanced Canoe Kids
Equipment:
Rec Canoes, Mini / Slender kayaks, paddles, PFD’s, Cups (Styrofoam coffee
cups work well for this), buckets
Duration:
10 – 15 minutes (pending desired length of paddle)
Purpose:
As a team, to fill a bucket with water using only water contained in a cup on
each participant’s boat’s bow.
What this activity develops
Balance
Smooth boat run
Teamwork
Description
Each participant has a full cup of water placed on the bow of their boat. They must
paddle a pre-determined distance where they will pour the remaining water in their
cup into a bucket. Everyone works together to fill the bucket. Try to see how few
trips paddlers need to make to fill the bucket (i.e., paddling controlled and keeping
their cups as full as possible) versus how fast they can paddle on their way to fill the
bucket. Which way fills the bucket fastest?
Key Instructions for Paddlers:
1. Everyone needs to get a cup from the coach and fill it with water.
2. Carefully place the cup on the bow of your boat.
3. The goal is to paddle to the bucket carrying your water on your boat – just like a waiter.
4. Empty the water from your cup into the bucket.
5. Once your cup is empty, come back to start area and fill up your cup again.
6. Keep your cup as full as possible by keeping your boat as even as possible.
7. Rushing may get you to the bucket faster, but your cup may not be full when you get
there!
Increasing the challenge for older or more skilled paddlers:
Divide paddlers into teams and have relay races using the cup of water as a “baton”.
Paddlers must weave through a course of buoys or other obstacles with their cup of water.
Safety Notes
DOCK PADDLING
– Canoe Forward Stroke
For Ages:
7 – 12 years
Ability Level:
Beginner Canoe Kids
Equipment:
Kneeling blocks, canoe paddles
Duration:
10 – 15 minutes
Purpose:
To learn and practice the forward stroke for canoe
What this activity develops
Forward stroke skill used to propel boat forward in a generally straight line.
Basic canoe stroke from which modifications are made to control and steer boat
Description
Everyone finds a spot on the side of the dock with their kneeling block and appropriately sized paddle.
Introduce forward stroke to participants by having them experiment and practice on the dock. This way
they can focus on the stroke without worrying about balance. Start athlete on both knees until they feel
comfortable on the dock. Allow paddlers to try this stroke on both sides while on the dock and let the
paddler decide which knee is most comfortable (if you end up with too many rights or lefts, this is the
time to switch them around). Emphasize comfort and confidence versus perfect technique. While on the
dock, encourage all paddlers to stay in stroke (will be beneficial in the carry over to crew boats). Do not
spend too much time on the dock.
Key Instructions for Paddlers:
10. Position yourself on the side of dock in a kneeling position with your paddle
held in the correct grip.
11.
Your top arm is at head height and your elbow has a slight bend – try to keep
CATCH
this bend for the duration of the stroke.
12. Reach out and “grab” the water in front of you by completely burying your
paddle blade in the water.
13. Pull the paddle face towards you.
PULL
EXIT
RECOVERY
14. Once your paddle face reaches your hip, take the paddle out of the water.
15. Bring your paddle forward in the air to the starting position to complete one full
stroke.
Increasing the challenge for older or more skilled paddlers:
Move into boats and have them think about pulling the boat forward to the buried paddle
instead of pulling the paddle back to the boat.
As they become more comfortable with the exit, have them concentrate on sitting up tall
and pulling the paddle out of the water in a smooth sideways motion.
Safety Notes
DOCK PADDLING
– Kayak Forward Stroke
For Ages:
7 – 12 years
Ability Level:
Beginner Canoe Kids
Equipment:
kayak paddles
Duration:
5-10 minutes
Purpose:
To learn and practice the forward stroke for kayak
What this activity develops
Forward stroke skill used to propel boat forward in a generally straight line.
A feel for the “twist”.
Description
Everyone spreads out and finds a spot on the dock with their kayak paddle. Introduce forward stroke to
participants by having them experiment and practice the stroke in the air. The concept of “twist” should
have been introduced when teaching the correct grip. The hand which actually twists the blade remains in
a constant position with respect to the shaft, the shaft rotates within the opposite hand. To ensure this
happens, paddlers should not hold the paddle in a “death grip”. If possible, have athletes, experience both
left and right twists. Emphasize comfort and confidence versus perfect technique. Do not spend too
much time on the dock, but make sure that participants are comfortable with the feel of the motion and the
twist before moving into boats..
Key Instructions for Paddlers:
1. Sit up tall.
2. Hold your paddle in front of you at approximately eye height.
3. Reach out and “grab” the air/water in front of you by completely burying one of
CATCH
your paddle faces in the air/water. Your top arm should be bent in an angle like
an “upside down L”
4. Pull the paddle face towards you so that the “face is looking behind you”.
EXIT
PULL
RECOVERY
5. Once your paddle face reaches your hip, take the paddle out of the water.
6. Bring your paddle forward in the air to the starting position, ready to take a
stroke on the other side.
Increasing the challenge for older or more skilled paddlers:
Move into boats and have them think about pulling the boat forward to the buried paddle
instead of pulling the paddle back to the boat.
As they become more comfortable with the exit, have them concentrate on sitting up tall
and moving the paddle in a rhythmic motion.
Safety Notes
DOCK PADDLING – Feathering Stroke
For Ages:
7 – 12 years
Ability Level: Beginner Canoe Kids
Equipment:
Kayak and/or canoe paddles, dock
Duration:
10 – 15 minutes
Purpose:
To learn the feathering stroke with a kayak and/or canoe paddle
What this activity develops
Feathering skill development
Working towards balance in the boat.
Description
Participants space themselves out along the side of the dock with a paddle to learn and
practice the feathering stroke. Have each paddlers practice putting as much weight
on the paddle as possible while feathering.
Key Instructions for Paddlers:
1. Position your paddle so that the face of the paddle (the scoop face on the kayak paddlers)
is facing upwards and back edge of the paddle is flat on the water.
2. Move the paddle back and forth along the surface of the water as though you are
spreading peanut butter or icing a cake.
3. Make sure that the paddle always stays above the water: don’t let the edge of the blade
slide in.
4. Turn around and practice on the other side.
Increasing the challenge for older or more skilled paddlers:
Move into boats and see how high each paddler can count before falling in.
Safety Notes
Once moved into boats, make sure that water is depth is appropriate for tipping over
and easily righting the boat.
Make sure that paddlers aren’t too close to the dock when they are in boats to ensure
that paddles, boats and heads don’t connect with the dock when they tip.
DOCK PADDLING – “J” Stroke
For Ages:
7 – 12 years
Ability Level: Beginner Canoe Kids
Equipment:
canoe paddles, blocks/buns, dock
Duration:
10 – 15 minutes
Purpose:
To paddle a canoe in a straight line.
What this activity develops
Steering skills
Description
Participants space themselves out along the side of the dock with a paddle to learn and
practice the “J” stroke. Participants will take a forward stroke. At the end of their stroke,
while the paddle face is still fully submerged, the paddler will draw the tail of a “J” away
from the boat with their paddler. The bottom of the J always goes away from the boat – so
on the left side a backwards J is drawn. This action should move the boat’s bow in the
direction of the J.
Key Instructions for Paddlers:
1. When you take a forward stroke, the bow of the boat moves away from the paddle. If
you kept paddling on the same side, you would end up paddling in circle. The “J” stroke
will move the bow back in line so that you can paddle in a straight line.
2. Paddlers should position themselves on the side of the dock with their paddles.
3. Set up and begin a forward stroke by reaching out and grabbing the water in front of
them with their paddle.
4. Just before the paddler reaches the end of their stroke they will draw the tail of the “J” in
the water while the paddle face is still fully submerged.
5. To draw the J, the top hand’s thumb points down and the paddle blade pries away from
the dock/boat.
6. If you were in the boat, the bow would now move back in line.
Increasing the challenge for older or more skilled paddlers:
Move into boats and experiment by paddling in imaginary lanes.
Safety Notes
DOCK PADDLING – Draw Stroke
For Ages:
7 – 12 years
Ability Level: Beginner Canoe Kids
Equipment:
kayak paddles, canoe paddles, blocks/buns, dock
Duration:
10 – 15 minutes
Purpose:
To move the boat sideways in the water.
What this activity develops
Steering skills
Description
Participants space themselves out along the side of the dock with a paddle to learn and
practice the draw stroke. Participants will extend the flat side of the blade parallel to the side
of the dock and bury their blade in the water. The paddler will then pull (or draw) the water
towards the dock. On the water this stroke will move the boat towards the side the paddler is
paddling on.
Key Instructions for Paddlers:
1. Draw stroke is used to move boats sideways -- for docking, rafting up, or for moving
sideways in the water.
2. Paddler reaches out beside their boat with the paddle’s face looking at the side of the
boat.
3. Paddler draws the paddle back to the side of the boat – or paddler pulls the boat to the
paddle.
Increasing the challenge for older or more skilled paddlers:
Move into boats and experiment by moving the boat towards and away from the dock.
Safety Notes
DOCK PADDLING – Backwater Stroke /
Ch ec k
For Ages:
7 – 12 years
Ability Level: Beginner Canoe Kids
Equipment:
kayak paddles, canoe paddles, blocks/buns, dock
Duration:
10 – 15 minutes
Purpose:
To move the boat backwards in the water and/or to stop the boat.
What this activity develops
Steering skills
Description
Participants space themselves out along the side of the dock with a paddle to learn and
practice the backwater stroke. To go backwards, the paddler reaches to grab the water
behind them and pulls the boat back to meet the paddle. The face of their paddle is looking
forward. To stop or slow the boat the paddler buries the paddle face in the water just past
their kneeling knee and presses against the water.
Key Instructions for Paddlers:
1. The paddler places the paddle in the water behind their hip and in a pushing action of the
bottom arm, moves the water towards the front of the boat.
2. The paddle face is then skimmed back over the surface of the water towards the stern to
begin again.
3. Remember to keep the edge of the paddle blade above the water.
4. The check stroke is used for to slow or stop the boat.
5. The paddler buries the paddle face in the water (with the face looking forward) just past
their kneeling knee and applies pressure against the water.
Increasing the challenge for older or more skilled paddlers:
Move into boats and experiment by moving the boat towards and away from the dock.
Safety Notes
TARGET BALL
For Ages:
7 – 12 years
Ability Level: Beginner to Intermediate Canoe Kids
Equipment:
Rec Canoes, Mini / Slender kayaks, paddles, PFD’s, enough Balls of various
sizes for each paddler (volleyballs, beachballs, soccerballs, tennis balls, etc.)
Duration:
10 – 15 minutes (pending desired length of paddle)
Purpose:
To paddle to an object and touch it with the nose of the boat
What this activity develops
Balance
Steering
Description
Each participant has a ball the size of a soccer ball. The crew throws the ball as far
ahead of them as possible. They then line up their boat and try to hit the “Target
Ball” with the nose of their boat. Repeat as many times as desired.
Key Instructions for Paddlers:
1. Everyone needs a ball with them in their boat.
2. Once on the water, throw your ball as far ahead of you as possible.
3. Line up your boat with the ball and paddle towards it.
4. Try to hit the ball with the nose of your boat before you pick it up out of the water.
5. Once you have retrieved your ball, throw it again!
Increasing the challenge for older or more skilled paddlers:
Decrease the size of the ball – tennis balls.
Turn the exercise into a race with the coach throwing the balls.
Using a volleyball sized ball, place the ball in the water beside the boat. The crew must
work together to push the ball to a target marker and back without the boat losing contact
with the ball – requires lots of prying, drawing and communication.
Safety Notes
Try to avoid having the paddlers throw the balls at each other.
Make sure that nobody tries to retrieve a ball that has drifted into an
unsafe area of water.
TREASURE HUNT
For Ages: 7 – 12 years
Ability Level: Intermediate Canoe Kids
Equipment: Rec Canoes, paddles, PFD’s, “treasures”,
Duration: 10 – 15 minutes
Purpose: To be the first team to solve the clues and collect the all treasure.
What this activity develops
Boat launching, docking, basic strokes, turns
Paddling in different wind conditions.
Team work
Description
The coach hides a series of small treasures in strategic places that will cause the
students to paddle and find them. Treasures shouldn’t be placed more than 250m
away from the dock. There should be enough treasures for each team. Coach forms
teams by assigning four paddlers to each canoe . Clues are given out on the dock by
the coach as each team completes a leg of the treasure search. To encourage docking
and launching skills, the coach may want to stand back from the edge of the dock
forcing a member of each team to get out of the boat to come and get the clues.
Key Instructions for Paddlers:
1. Each team has their own set of treasure that they have to find.
2. Coach has a series of clues to help each team find their treasure.
3. Everytime a treasure is found, teams come back to the dock for the next clue.
4. Work together as a team to solve the clue and then paddle to find the hidden treasure.
Increasing the challenge for older or more skilled paddlers:
Increase the distance from the dock that treasures are hidden.
Work in teams of two instead of four.
Make the clues more challenging.
Safety Notes
The thrill of competition may cause teams to come into the dock the too quickly and /
or rush their launches.
LEAP FROG
For Ages:
7 – 12 years
Ability Level: Intermediate to Advanced Canoe Kids
Equipment:
Rec Canoes, Mini / Slender kayaks, paddles, PFD’s,
Duration:
10 – 30 minutes (pending desired length of paddle)
Purpose:
To complete a longer paddle as team by taking turns setting the pace and
leading the group.
What this activity develops
Aerobic conditioning
Steering.
Boat control
Description
Participants form a paddling chain by aligning their boats bow to stern in a straight line. The
last boat in the chain must pass the other boats and assume the lead. As soon as one paddler
reaches the front of the group, the next paddler must begin their journey to the front of the
group.
Key Instructions for Paddlers:
1. Everyone form a chain by lining up one behind the other.
2. Your bow should be aligned with the stern of the boat in front of you.
3. The group is going to paddle a set distance or time by working together as team.
4. The paddler who is at the back of the chain must paddle to the front of the group to
become the new leader.
5. As soon as a paddler reaches the front of the group, the paddler who is now at the back
must paddle to the front to become the new leader.
6. Everyone will take a turn at leading the group. Work as team to encourage each other
during your paddle to the front of the group.
Increasing the challenge for older or more skilled paddlers:
Have paddlers weave through the boats on their journey to the front of the group
Form two chains and have them compete against each other in a fun race.
Safety Notes
Keep an eye on paddlers to make sure they don’t get too competitive and overtire themselves
too quickly.
If weather conditions change, or paddlers tire more quickly than anticipated, you may
have to adjust your original time/distance goal.
RELAY RACES
For Ages:
7 – 12 years
Ability Level: Beginner to Advanced Canoe Kids
Equipment:
Rec Canoes, Mini / Slender kayaks, paddles, PFD’s, Batons (you can use
balloons, beach balls, cups, paddles, etc. Be creative!)
Duration:
10 – 15 minutes (pending desired length of paddle)
Purpose:
As a team, complete a relay race using various implements as creative batons.
What this activity develops
Teamwork
Propulsion
Steering
Description
Coach divides paddlers into teams of 3-5 evenly matched boats. Race distances can
vary from 50m to 500m. Paddlers pass objects such as balloons, or balls to each other
until everyone has had a turn. The course doesn’t have to be in a straight line but can
include turns, docking and other skills the coach wishes to emphasize.
Key Instructions for Paddlers:
1. Within your team, split yourselves into two groups – Group A and Group B.
2. Group A is going to paddle to the other end of the course.
3. Group B is going to select a starter.
4. Each starter will be given a ball to put in their boat. Paddle to your teammates in Group
A.
5. Once you are within a paddle’s length of your teammates’ boats, pass the ball to the next
paddler. This paddler will paddle back and pass the ball their next teammate.
6. Once everyone on your team has paddled one length of the course with the ball you’re
finished.
7. Practise paddling in a straight line to your teammates. Use your draw and check strokes
to help you get in position to pass the ball.
Increasing the challenge for older or more skilled paddlers:
Have the paddlers pass paddles, cups of liquid, or balls pushed by the boat’s bow.
Have only one boat per team and use the boat as the baton. Paddlers can practise
efficient docking and launching as they take their turns paddling.
Have paddlers weave through a course of buoys.
Safety Notes
OBSTACLE COURSES
For Ages:
7 – 12 years
Ability Level: Beginner to Advanced Canoe Kids
Equipment:
Rec Canoes, Mini / Slender kayaks, paddles, PFD’s, obstacles such as buoys,
buckets, balls, etc.
Duration:
10 – 15 minutes (pending desired length of paddle)
Purpose:
As a team, complete an obstacle course that incorporates as many paddling
skills as possible.
What this activity develops
Teamwork
Propulsion
Steering
Description
Coach divides paddlers into teams of 3-5 evenly matched boats. Paddlers must complete a
course of obstacles as a team. Obstacles can include docking, launching, drawing/prying the
boat to a certain target, paddling a set distance through buoys, passing paddles under the
boat, pushing a ball with the boat, switching boats etc. The coach can divide the teams so
that only one member of each team does a particular skill or set it up like a relay race where
each team member must overcome all obstacles.
Key Instructions for Paddlers:
1. Coach explains the obstacle course.
2. Each team assigns as team member to a particular obstacle.
3. When the coach shouts “go” the paddlers at the first obstacle will do their challenge.
4. The next challenge can’t be started until the previous one is completed.
5. Complete all the obstacles to finish the course.
Increasing the challenge for older or more skilled paddlers:
Increase the challenge of the obstacles.
Have the paddlers do the course as relay race where every paddler must complete every
obstacle.
Safety Notes
If including skills such as docking/launching be sure that the participants don’t harm
themselves or their equipment in their haste to finish the task.
You may not wish to include carrying boats in the course as haste may cause participants to
stumble and drop equipment.
MINI TRIATHLON
For Ages:
7 – 12 years
Ability Level: Intermediate to Advanced Canoe Kids
Equipment:
Rec Canoes, Mini / Slender kayaks, soccer ball, hills (or other venue for
running)
Duration:
30 minutes – 1.5 hours (pending desired length of each event)
Purpose:
As a large group, complete the three events of the triathalon: paddle, soccer
game, hill running.
What this activity develops
Teamwork
Propulsion
Steering
Aerobic fitness
Description
Coach divides paddlers into 2 evenly matched teams. Each team is then subdivided
into crews of 2 or 4 to paddle in evenly matched boats (canoes and/or kayaks) for the
first leg of the triathlon: paddle a 250 metres course that begins and ends near the
dock. Once everyone has completed the paddle, the two teams play a short game of
mini - soccer (or other team sport game). After the soccer game, the teams complete
the third event which is to run up and down a hill once.
Key Instructions for Paddlers:
1. Coach explains the triathlon concept.
2. The object is not to go full-out, but to pace themselves throughout the events.
3. Once divided into their teams and crews, the paddlers will launch their boats and proceed
to the start line.
4. When the coach shouts “go” the paddlers may begin the first event.
5. The coach will coordinate the start of each new event, the paddlers must wait for the
coach before going to the next event.
Increasing the challenge for older or more skilled paddlers:
Increase the length of the events: e.g. a 500 m paddle, a 20 minute soccer game and 2
sets of hills.
Coach can assign a victory to a particular team by assigning points for finishing in first,
second, etc. places in each event and tabulating all points at the end.
Safety Notes
Hydration may be a concern, so be sure that all participants have the opportunity to
drink water in between events and after the triathlon.
SKILLS AND THRILLS DUATHALON
For Ages:
7 – 12 years
Ability Level: Beginner to Advanced Canoe Kids
Equipment:
Rec Canoes, Mini, Slender kayaks, paddles, PFD’s, a hill or other course for
running.
Duration:
20 – 45 minutes (pending length of events and ability of participants)
Purpose:
Complete a course of paddling and running.
What this activity develops
Propulsion
Steering
Aerobic fitness
Description
In teams or as individuals, the participants will complete a multi-event activity that
consists of paddling 100m, docking properly, run a hill (or other course) x2 , then
launching their boats again and paddling another 100m. Younger athletes will benefit
from completing this event as a team of 3-4 paddling in recreational canoes.
Key Instructions for Paddlers:
1. Coach explains the event and the course for the paddling and running components.
2. Paddlers are divided into crews (teams) if competing as teams.
3. Participants begin the event already in their boats and should paddle to the start line.
4. When the coach shouts go, the paddlers will paddle to the dock, dock properly, do the
running the course, come back to dock, launch their boats and paddle the 100 metres loop
again.
5. Paddlers are finished when they have properly docked their boat after the second paddle..
Increasing the challenge for older or more skilled paddlers:
Increase the length of the paddle and running portion.
Paddling portions include having to weave through buoys.
Safety Notes
Make sure the participants don’t harm themselves or their equipment in their haste to
dock and launch boats.
Hydration may a concern after this event, especially on a hot day.
FOX AND RABBIT
For Ages:
7 – 12 years
Ability Level: Beginner to Advanced Canoe Kids
Equipment:
Rec Canoes, Mini, Slender kayaks, paddles, PFD’s, a whistle
Duration:
15 - 20 minutes (pending desired distance for paddle)
Purpose:
To chase and catch a ‘rabbit’ paddler on the coach’s whistle command.
What this activity develops
Balance
Propulsion
Steering
Description
A paddler (the fox) leaves the start area and paddles towards a designated spot. After
a short time (10-20 seconds) the next paddler (the rabbit) paddles after the fox. When
the coach blows the whistle, both paddlers turn around and the fox chases the rabbit
back to the start and passes them if possible. You may wish to alter the game by
having multiple foxes and rabbits at the same time.
Key Instructions for Paddlers:
1. Every paddler will have the opportunity to be the rabbit and the fox.
2. The coach says go, the fox starts paddling towards a designated spot.
3. The coach will tell the rabbit when to start paddling after the fox.
4. When the coach blows the whistle, both participants turn around and the fox chases the
rabbit back to the coach and other paddlers.
5. If the fox passes the rabbit, the rabbit is caught
6. If the rabbit makes it back to the rabbit hutch (the rest of the paddlers), the rabbit is safe.
7. Play until everyone has had a turn to be a rabbit and a fox.
Increasing the challenge for older or more skilled paddlers:
Increase the distance between the fox and rabbit at the beginning.
Increase the paddling time before blowing the whistle.
Safety Notes
Make sure rabbits and foxes don’t ram the other rabbits in the rabbit hutch by
accident!
KEEP AWAY / MONKEY IN THE MIDDLE
For Ages:
7 – 12 years
Ability Level: Intermediate to Advanced Canoe Kids
Equipment:
Rec Canoes, Mini or Slender kayaks, paddles, PFD’s, a waterproof ball
Duration:
10 - 15 minutes
Purpose:
To keep the ball away from a designated paddler (monkey) by tossing it back
and forth with paddles.
What this activity develops
Balance
Steering
Description
Paddlers form a circle with one paddler in the middle (the monkey). The paddlers toss a
waterproof ball such as a polo ball back and forth across the circle with their paddles. The
designated ‘monkey’ tries to steal the ball. Paddlers will have to focus on keeping their
balance as they toss the ball back and forth and also on steering skills to maneuver their boats
to catch the ball.
Key Instructions for Paddlers:
1. Once paddlers are on the water, the Coach will pick the first monkey.
2. Paddlers form a large circle with the monkey in the middle of the circle.
3. Using paddles, toss the ball back and forth across the circle, trying to keep it away from
the monkey.
4. Paddlers must toss the ball as soon as they have caught it.
5. Paddlers can not pass the ball to the paddlers on either side of them – the ball must
always be tossed across the circle.
6. The monkey will try to steal the ball by scooping it out the air with their paddle, or
retrieving a dropped ball before a paddler in the circle.
7. Once the monkey has stolen the ball, they will join the circle and the last paddler to have
touched the ball before the monkey will be the new monkey.
8. Play until everyone has had a turn to be the monkey.
Increasing the challenge for older or more skilled paddlers:
Instead of playing keep-away, pair paddlers up and have them paddle a designated
distance while passing the ball back and forth with their paddles.
Safety Notes
Watch for “cannon” balls. Don’t let the participants gang up on a particular monkey –
you may have to intervene to keep the game fun and make sure everyone has a turn at
being the monkey.
STOPS AND STARTS
For Ages:
7 – 12 years
Ability Level: Intermediate to Advanced Canoe Kids
Equipment:
Rec Canoes, Mini or Slender kayaks, paddles, PFD’s, whistle
Duration:
10 - 15 minutes
Purpose:
To paddle to a designated marker and back in a designated time frame.
What this activity develops
Propulsion
Check stroke
Description
On the single whistle command all paddlers will paddle towards a designated marker.
On the double whistle command, all paddlers must stop paddling and apply a check
stroke. Paddlers can only paddle forward after the coach has given the whistle
command. Coach continues to blow whistle commands and paddlers keep starting
and stopping until they have reached the designated marker.
Key Instructions for Paddlers:
1. Paddlers will paddle towards the designated marker everytime the coach blows the
whistle once.
2. Paddlers must stop paddling and apply a check stroke everytime the coach blows the
whistle twice.
3. Paddlers will try to get to the marker before the coach while obeying the stop and start
commands.
Increasing the challenge for older or more skilled paddlers:
Introduce a three whistle blow which means the paddlers have to turn around paddle in
the opposite direction.
Safety Notes
PAUSE PADDLE
For Ages:
7 – 12 years
Ability Level: Advanced Canoe Kids
Equipment:
Rec Canoes, Mini or Slender kayaks, paddles, PFD’s
Duration:
10 - 15 minutes
Purpose:
Paddle a designated distance while pausing 3-5 seconds to hold the paddle in the
air between each stroke.
What this activity develops
Balance
Description
Paddlers take a stroke and hold their paddle in the air for three to five seconds before
taking the next stoke. This is a good exercise for team boats as it lays the foundation
for teaching paddlers to stay in stroke.
Key Instructions for Paddlers:
1. Paddlers will paddle towards the designated marker and back.
2. After every stroke, hold your paddle in the air and count to three one-thousands (one onethousand, two one-thousand, three one-thousand).
3. When your paddle is in the air, try to hold it still in the ready position – ready to take the
next stroke.
Increasing the challenge for older or more skilled paddlers:
Increase the pause time.
Safety Notes
WIDE GRIP
For Ages:
7 – 12 years
Ability Level: Advanced Canoe Kids
Equipment:
Rec Canoes, Mini or Slender kayaks, paddles, PFD’s
Duration:
5 - 10 minutes
Purpose:
Paddle while holding the paddle in as wide a grip as possible.
What this activity develops
Balance
Description
Paddlers place their hands on their paddle as far apart as possible. Keeping arms
perfectly straight, paddlers paddle to a designated spot. Arms should never bend.
This motion will cause paddlers to center their balance. It may also give paddlers a
feel for natural rotation during the stroke. It is important to not give your paddlers too
much think about by talking about rotation at this stage of their learning curve.
Key Instructions for Paddlers:
1. Paddlers will place their hands on their paddle as far apart as possible.
2. Keeping your arms perfectly straight, take 10 – 20 strokes.
3. After the 10-20 strokes, move your hands in slightly so that there is a tiny bit of bend in
your arms.
4. Keep repeating until your arms are back to the correct position.
Increasing the challenge for older or more skilled paddlers:
Increase the number of strokes taken when in the wide grip.
Keeping moving hands and see how narrow paddlers can make their grip.
Safety Notes
CANOE TAG
For Ages:
7 – 12 years
Ability Level: Intermediate to Advanced Canoe Kids
Equipment:
Rec Canoes, paddles, PFD’s, a soft ball (beach ball or partially deflated
volleyball)
Duration:
10 – 15 minutes (pending desired length of paddle)
Purpose:
To avoid being tagged by the ball and becoming “it”.
What this activity develops
Propulsion
Steering
Teamwork
Description
Paddlers are divided into teams of three paddlers. Each team is assigned one boat. The bow
and stern paddlers are responsible for directing the boat and the middle paddler is the ball
controller when that team is “it”. One team is declared “it” (coach can pick a number and
team who guesses closest to the number can be “it”). The “it” team attempts to tag another
crew by tagging another boat or crew member with the ball. When another crew is “tagged”
they must retrieve the ball and take their turn being “it”.
Key Instructions for Paddlers:
1. Three paddlers per team. Bow and stern paddlers are responsible for directing the boat.
Middle paddler is the ball contoller when your team is “it”.
2. “It” team is going to try and pass off the “it duty” by tagging another team with the ball.
3. If the ball hits another boat or crew member, that team is now “it” and they must retrieve
ball to keep playing the game.
4. There are set boundaries and all canoes must stay in bounds. Canoes who go out of
bounds will automatically become “it”.
Increasing the challenge for older or more skilled paddlers:
Limit the distance that “it” is allowed to throw the ball. For example, the boats must be
within 15 feet of each other before the ball can be thrown.
Make the playing area smaller and make a “no throwing” rule.
Safety Notes
Make sure that boundaries are set up prior to the game and all canoes obey them.
Make it clear to paddlers that this is not an opportunity to “bean” the other team with
the ball.
PRACTICE PLAN
Goal of the practice:_______________________________________________________
DATE: ______________________
Equipment needed:_________________________________________________________________________________________
Time
Description of Activity
Introduction
Warm-up
Main part
Cool-down
Conclusion
Key Points
Equipment
Risk Factors
SECTION 6
TOOL KIT AND RESOURCES FOR ELCC COACHES
This section contains additional teaching tools in addition to those referenced in the
Activity Modules (Section 4). It is your choice as to how you use these tools.
You may wish to:
make overheads of various tools,
make copies and distribute them as reference materials to your club, athletes, and
parents,
keep them handy for your own use during the season.
As you continue to coach, you will undoubtedly add your own personal coaching tools
to this section. Don’t forget to notify the CKC national office when you do this so
that we may keep other Coach’s across Canada up to date with the latest coaching
innovations. Similarly, you will be updated when other Coach’s add to their coaching
tools. With your cooperation, coaching tools will continue to progress and evolve
according to the needs of Canoe/Kayak participants across the country.
Page 121 of 166
THINGS TO BRING TO A REGATTA
A Checklist
COACHING
TOOLS
EQUIPMENT
PERSONAL
Canoe paddles
Watch
Rain gear
C-15 paddles
Clipboard
Cold weather wear
Kayak paddles
Hot weather wear
PFDs
Regatta schedule
and Draw
Hat
War canoe buns
Entries list
Sunscreen
Kneeling blocks
Tarp/tent
Sunglasses
Boats
Chair(s)
Lunch / Snack food
Canoe floor boards
Paper
Water
Kayak seats
Rudders
Pencils and magic
markers
Foot rests
Masking tape
Tool box
First aid kit
Duct tape
Deck numbers
Back numbers
Page 122 of 166
"TYPICAL" REGATTA COACHING TOOL KIT CONTENTS
epoxy/resin (5 minute and normal curing time)
coat hanger wire
wire cutters
needle nose pliers
various sized wingnuts and clamps, both brass and stainless steel
K-1, K-2, K-4 footrests (a few spare pieces of wood to make one if
necessary)
steering cable
rudder wheel
rudder
deck number holder
hand saw
hammer
a multi head screwdriver
Swiss army knife
duct tape
clear medical tape
sandpaper
Page 123 of 166
ACCIDENT REPORT FORM
Date of report :
dd
_______/_________/_________
mm
yyyy
PATIENT INFORMATION
LAST NAME:
FIRST NAME:
STREET ADDRESS:
CITY:
POSTAL CODE:
PHONE: (
E-MAIL :
AGE :
SEX: ___M ___F
)
HEIGHT: _____ WEIGHT: ____
DOB: _____/_____/_____
dd / mm / yyyy
KNOWN MEDICAL CONDITIONS/ALLERGIES:
INCIDENT INFORMATION
DATE & TIME OF INCIDENT:
_____/_____/_____
dd
mm yyyy
____ _____
TIME OF FIRST
INTERVENTION:
____ _____
AM
PM
AM
PM
TIME OF MEDICAL
SUPPORT ARRIVAL:
_____ ____
AM
PM
CHARGE PERSON, DESCRIBE THE INCIDENT: (what took place, where it took place, what were the signs
and symptoms of the patient)
PATIENT, DESCRIBE THE INCIDENT: (see above)
EVENT & CONDITIONS: (what was the event during which the incident took place, location of incident, surface
quality, light, weather etc.):
ACTIONS TAKEN/INTERVENTION:
After treatment, the patient was:
Sent home
Sent to hospital/a clinic
OVER…
Returned to activity
Page 124 of 166
ACCCIDENT REPORT FORM (p.2)
CHARGE PERSON INFORMATION
LAST NAME:
FIRST NAME:
STREET ADDRESS:
CITY:
POSTAL CODE:
PHONE: (
E-MAIL:
AGE:
)
ROLE (Coach, assistant, parent, official, bystander, therapist):
WITNESS INFORMATION (someone who observed the incident and the response, not the charge person)
LAST NAME:
FIRST NAME:
STREET ADDRESS:
CITY:
POSTAL CODE:
PHONE: (
E-MAIL:
AGE:
)
OTHER COMMENTS OR REMARKS
FORM COMPLETED BY:
______________________________________
PRINT NAME
________________________________________
SIGNATURE
Page 125 of 166
TRACKING TOOLS
Attendance Chart
Name
Monday
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
Tuesday
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
Wednesday
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
pm
pm
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pm
pm
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pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
Thursday
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
Friday
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
am
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
Page 126 of 166
Weekly Kilometre Club
Name of Paddling Group:
Week Starting:
Name
Week Ending:
MON
TUE
WED
THUR
FRI
SAT
Daily Totals
GRAND TOTAL:
Page 127 of 166
Paddler Information and Evaluation Form
Name:
Date of Course:
Level:
Instructor:
Emergency Contact:
Tel: (bus/home)
Parents:
Tel: (bus/home)
Paddler’s Hospital / Medical Insurance #:
Allergies / Relevant Medical Conditions:
Evaluation Chart
Component
Date
Comment
Rules/Safety
Balance
Canoe
Kayak
Endurance
Speed
General Comments:
Coach’s Signature:
Date: _____________________________
Adapted from Canoe Kids
Page 128 of 166
THE REGATTA EXPERIENCE SELF- EVALUATION
A.
While reflecting on your coaching during a recent regatta, fill out the Regatta Checklist to
perform a self-assessment. You may wish to review what happened with a mentor or senior
coach to improve your coaching. Determine why you felt that you excelled in some areas
and needed improvement in other areas.
Regatta Checklist
Marking Key
1
2
3
4
Element was missed or inappropriately applied during regatta
Element was executed, but required prompting from an outside source or was completed inappropriately.
Element executed and appropriately implemented and coach required no outside prompting
Element present and Coach displayed extraordinary understanding and maturity in its execution.
Planning for the Regatta
1.
I communicated regatta logistics to parents and athletes via an information sheet/letter.
1
2
3
4
2.
I provided directions and/or map to regatta site.
1
2
3
4
3.
I posted the regatta time/schedule in a convenient place for my athletes at the training site.
1
2
3
4
4.
I reviewed appropriate athlete conduct with my group and their parents.
1
2
3
4
5.
I provided the Head Coach with appropriate entries on a timely basis.
1
2
3
4
6.
I ogranized transportation of equipment and athletes.
1
2
3
4
7.
I prepared a regatta First Aid kit.
1
2
3
4
8.
I planned appropriate supplies for site.
1
2
3
4
Pre-Regatta
1.
I was aware of Scratch Meeting logistics and purpose.
1
2
3
4
2.
I reviewed my crew lists prior to Scratch Meeting.
1
2
3
4
3.
I provided Head Coach with appropriate changes prior to Scratch Meeting.
1
2
3
4
4.
I posted a Regatta Time/Schedule on-site for athletes.
1
2
3
4
5.
I clearly communicated regatta rules to athletes.
1
2
3
4
6.
I reviewed local site conditions and appropriate coping strategies with athletes.
1
2
3
4
During the Regatta
1.
I ensured appropriate equipment was available for athletes.
1
2
3
4
2.
I kept athletes organized and on-time.
1
2
3
4
3.
I provided athletes with competition support (pep talks, stress control, strategies, etc.).
1
2
3
4
4.
I communicated with members of Club Support Team (Head Coach, Volunteers, etc.).
1
2
3
4
5.
I was available to athletes (dockside, pre-race, post-race).
1
2
3
4
6.
I kept athletes focussed on the tasks at hand.
1
2
3
4
7.
I maintained appropriate communication with parents.
1
2
3
4
8.
I successfully coped with regatta “crises” as they occurred.
1
2
3
4
9.
I successfully managed First Aid treatments throughout regatta.
1
2
3
4
1
2
3
4
10. I displayed knowledge of the results.
Page 129 of 166
11. I communicated results to athletes as appropriate.
1
2
3
4
12. I displayed CKC coaching values at all times (Fair Play, Respect, Athlete Centredness).
1
2
3
4
Post - Regatta
1.
I followed up with each athlete to review performance.
1
2
3
4
2.
I modeled supporting, positive and mature behaviours after athlete performances.
1
2
3
4
3.
I left the site cleaner than it was when I arrived at the regatta.
1
2
3
4
4.
I assisted with the loading of the trailer and return of equipment.
1
2
3
4
5.
I performed a self-evaluation of the regatta and the athletes’ performances.
1
2
3
4
6.
My athletes reported having a positive competition experience.
1
2
3
4
Page 130 of 166
SECTION 7
SPRINT CANOE/KAYAK
ENTRY LEVEL COMPETITIVE COACH
ELCC COACH EVALUATION
Page 131 of 166
Introduction
This Evaluation process has been designed to meaningfully assess whether or not a coach can
competently demonstrate the four outcomes required of an Entry Level Competitive Coach. The
required criteria are outlined in the Coaching Outcomes and Criteria section of this package.
The four outcomes are evaluated using the following methods:
1. CAC Online evaluation system – Outcome 1 (Ethical Decision Making)
2. On-site evaluation – Outcomes 2 and 4 (Support to Athletes in Training and Analyzing
Performance)
3. Submission of one practice plan and EAP – Outcome 3
Process
Each part contains detailed steps for completing the Evaluation. It is the responsibility of the
coaching candidate to contact the Evaluator when they feel they are ready to be evaluated. Each
coaching candidate should receive a copy of the Candidate’s Evaluation Package at the conclusion of
the Entry Level Competitive Coach course or directly from an Evaluator. This package outlines in
detail the Evaluation process, performance expectations and marking scheme for the candidate.
Timing
It is strictly up to the Evaluator and the coaching candidate to determine when each component will
be evaluated. Some may choose to submit the practice plan, EAP and On-Water Evaluation on the
same day, others may choose to submit the plan ahead of time. This is up to the Evaluator and
coaching candidate.
Candidates should allow a minimum of four weeks between taking the Entry Level Competitive
Coach course and the Evaluation. This will allow them time to implement the knowledge and
practice the skills learned during the course.
Feedback
During an Evaluation, your job is to EVALUATE, not TEACH. However, as the Evaluation process
has been designed to be a positive learning experience, some feedback is required. The Evaluation
tools have been designed to allow you to provide objective feedback. Each tool also has room for
you to record subjective comments. You may wish to use this opportunity to provide praise on
things particularly well done, thus reinforcing positive coaching behaviours. Or, you may wish to
provide extra information on a particular situation experienced during the Evaluation. You may also
wish to use the opportunity to explain why you did not believe that some coaching behaviours where
adequately demonstrated. In the case of the latter, be sure that your comments are constructive and
provide the coach with a direction for improvement (i.e., more practice, talking to more experienced
coaches, reviewing the course materials, etc.). It is essential that every candidate should walk away
from the process feeling that they have learned something regardless of the outcome.
Page 132 of 166
Marking Scheme
A detailed marking scheme is included in this package. If a candidate does not score a passing mark
in a particular outcome, he or she must undergo another Evaluation for that outcome. All reEvaluations are up to the discretion of the Evaluator. There should be a minimum of one week
between the initial Evaluation and a re-Evaluation. Once the candidate has been accredited with all
four outcomes, they will be certified as an Entry Level Competitive Coach by the Evaluator.
Automatic failure
The demonstration of one or more of the following behaviours during an Evaluation will result in an
automatic fail for the specific outcome being evaluated..
1. SAFETY -- Endangering the health of an athlete or any other person regardless of whether the
behaviour was accidental or intentional.
2. HARASSMENT AND/OR ABUSE -- Demonstrating harassing or abusive behaviour towards an
athlete or any other person. Harassing behaviour may consist of repeatedly humiliating or
intimidating someone, making racist comments, threatening someone with physical harm,
making cruel personal jokes or teasing someone about their body or sexual orientation. Abusive
behaviour may consist of name calling, swearing, threatening, ridiculing, intimidating, isolating,
hazing, ignoring a person’s needs, slapping, hitting, shaking, kicking, pulling hair, pulling ears,
striking, shoving, grabbing, hazing, or excessive exercise as a form of punishment
3. DISREGARD FOR FAIRPLAY – Violating CKC competition rules and/or the CKC Code of
Ethics and/or the Coaching Association of Canada Code of Ethics.
4. LOSS OF CONTROL OF ATHLETE GROUP – Athletes clearly not responding to directions of
coach by wandering off, and/or not following workout instructions, and/or displaying unsafe,
abusive and/or harassing behaviour.
5. DEMONSTRATION OF DISRESPECT FOR ATHLETES, PEERS, VOLUNTEERS &
EQUIPMENT – Violation of the CKC Code of Ethics and/or the Coaching Association of
Canada Code of Ethics.
Page 133 of 166
Certification
Once a candidate has been accredited with all four outcomes the Evaluator will CERTIFY the
candidate as an Entry Level Competitive Coach. In order to register this certification the Evaluator
must submit the following paperwork to the CKC National Office.
A copy of the fully completed Evaluation registration form.
A copy of the completed marking scheme.
A copy of the Practice Plan and EAP.
Without all of the required paperwork, the Domestic Development Director will be unable to process
the certification. Once the paperwork is received in the office, the Domestic Development Director
will notify the Coaching Association of Canada of the individual’s certification using an NCCP
Course Registration Form. The Coaching Association of Canada will then record the information on
the NCCP database and mail the candidate an updated NCCP Card.
Page 134 of 166
ELCC
Practical Evaluation Registration Form
Name of Coaching Candidate:
NCCP CC Number:
Mailing Address:
Apartment Number and Street Address
City
Province
Postal Code
Date Outcome #1 (Ethical Decision Making) successfully accredited:
Date Outcome #2 (Support Athletes in Training) successfully accredited:
Date Outcome #3 (Plan A Practice) successfully accredited:
Date Outcome #4 (Analyze Performance) successfully accredited:
The following to be completed after the Coach has been successfully accredited with all four outcomes.
I
recommend
Print Evaluator’s Name
Print Candidate’s Name
be fully certified as a Sprint Canoe/Kayak Entry Level Competitive Coach.
Evaluator’s Signature
Date
Page 135 of 166
ELCC COACHING OUTCOMES SUMMARY
The Entry Level Competitive Canoe/Kayak Coach will:
1. Make Ethical Decisions
Correctly applies the NCCP Make Ethical
Decisions process to CKC Case Studies.
2. Provide Support To Athletes In Training
a. Verifies that the practice environment is safe.
b. Implements an appropriately structured and
organized practice.
c. Makes interventions that promote learning.
d. Safely operates a motor boat in training and
rescue situations
3. Plan A Practice
a. Identifies appropriate logistics for practice.
b. Identifies appropriate activities in each part of
the practice.
c. Designs an emergency action plan.
4. Analyze Performance
a. Coach detects performance of the three key
elements of Sprint Canoe/Kayak technique
b. Coach corrects performance of the three key
elements of Sprint Canoe/Kayak technique
c. Coach accurately demonstrates the three key
elements of Sprint Canoe/Kayak technique
Page 136 of 166
ELCC COACHING OUTCOMES &
CRITERIA in DETAIL
Make Ethical Decisions
a. Correctly applies the NCCP Make Ethical Decisions process to CKC Case Studies.
Facts are established for the situation
“What is at stake” is determined – ethical, legal
Potential decisions are identified and possible consequences are outlined in each case
Pros and cons of each decision are identified
The best decision option is selected
An action plan and a plan to manage the consequences is designed
Provide Support To Athletes In Training
a. Verifies that the practice environment is safe.
Clearly identify all existing and potential hazards in the training environment and take steps to
minimize risk to participants before and throughout the practice
Locate Medical Files and Contact #'s for athletes
Fit Personal Flotation Devices for beginner athletes and non-swimmers and adhere to club policy
regarding carriage/wearing requirements
Considers weather conditions and their appropriateness for skill level of participants
Check boats for flotation ability
Maintain class control on land as well as on water
Reinforce and teach appropriate competitive rules to enable a safe practice environment (Including
CKC Code of Safety) before and during practice
Present an Emergency Action Plan (EAP) that contains elements specific to the practice facility
being used. (As identified in Planning a practice outcome)
b. Implements an appropriately structured and organized practice.
Present a practice plan to improve one of the three key elements of Canoe/Kayak technique (this
could be the same plan from the Plan a Practice outcome or a plan from Program Design outcome)
Equipment is available and ready to use
Coach includes an appropriate fitness training component for age and ability of participants
Keep group together in a safe range for rescue purposes
Demonstrate appropriate docking procedures
Delivery of practice matches practice plan’s goal(s)
Main practice\e segments are evident
Adequate use of space and equipment is demonstrated
Page 137 of 166
Breaks are provided for appropriate recovery and hydration
Welcomes athletes prior to practice
Coach is appropriately dressed for active coaching
Activities contribute to development of skill(s), tactic(s) and or athletic abilities.
Practice time is maximized wherein all participants have appropriate duration, transition, and waiting
times –
Include an appropriate cool-down component for age and ability of participants
c. Makes interventions that promote learning.
Coach creates opportunities to interact with all athletes
Coach sets up equipment appropriately for different types of athletes
Coach accurately demonstrates the five basic elements of canoe/kayak technique
Coach correctly applies drills that teach one of the five basic principles
Coach and/or demonstrator is positioned so that athletes can see and hear clearly
Explanation/demonstration has 1-3 main learning points
Key factors or teaching points are explained and checked for clarification.
Key learning points match Canoe/Kayak’s skill development model (3 KEY ELEMENTS )
Coach constructively reinforces athletes’ efforts and correct performance
Provides feedback and instruction that clearly identifies what to improve and how to improve
Feedback is positive, specific and directed towards both the group and individuals
Coach will assess whether the participants are enjoying the session and adapt to ensure fun is had
Identifies appropriate expectations for athlete behaviour and reinforces these expectations when
appropriate
Promotes a positive image of the sport of CANOE/KAYAK and models the image to athletes and
other stakeholders.
Uses respectful language towards athletes when providing verbal interventions
Maintains a positive outlook and acknowledges athletes needs and thoughts
d. Safely operates a motor boat in training and rescue situations
Safely set up and start a coach boat (engine locked, gas mixed, enough gas, etc.)
Demonstrate safe use of motor boat when monitoring a practice situation (steady pace, doesn’t wash
out athletes)
Demonstrate a safe approach to and rescue of a swamped boat and its crew (athlete before boat)
Keeps boats close enough to be deemed effective for training
Adheres to all government safety regulations for small vessels, including an attached kill cord
Plan A Practice
a. Identifies appropriate logistics for practice.
Athletes’ age, abilities and performance levels are identified.
The practice has a clearly identified goal, consistent with the Canoe/Kayak ADM and the actual
level of the athletes.
Page 138 of 166
Main segments of the practice are identified: intro, warm-up, main part, cool-down and a
conclusion/reflection
Use of facilities and equipment are outlined and match practice goals.
A timeline for the activities is provided.
b. Identifies appropriate activities in each part of the practice.
Planned activities are effectively described through illustration, diagram, explanation
Activities indicate key factors (coaching points) that will be identified in the practice activities.
Duration of overall practice and each practice segment is clearly identified, and consistent with
athlete abilities and NCCP growth and development principles.
Activities are purposeful and linked to overall practice goal (purposeful means that the activities
match the Canoe/Kayak’s LTAD).
Planned activities reflect awareness of and control for potential risk factors.
Planned activities contribute to the development of skill (s) and are appropriate to the stage of skill
development (Acquisition, Consolidation, Refinement)
Planned activities contribute to the development of athletic abilities, are appropriate for the
Canoe/Kayak, and are consistent with NCCP growth and development principles.
Coach communicates next practice location and time to participants
c. Designs an emergency action plan.
Location of telephones are identified (cell or land lines)
Emergency telephone numbers are listed
Location of medical profiles for each athlete under the coach’s care is identified
Location of Fully-stocked first-aid kit identified
Advance “call person” and “control person” are designated
Directions to reach the activity site are provided
Analyze Performance
a. Coach detects performances of the Three Key Elements of Canoe/Kayak Sprint
technique through the Five Phases of the Stroke.
Observes skills from adequate vantage point(s) as defined by Canoe/Kayak
Observes the five phases of the Canoe/Kayak stroke
Identifies or selects factors that have a direct impact on performance
Identify one of the three key technical elements that needs improving
Explains how the error relates to overall skill performance
Uses Canoe/Kayak approved skill development / progression checklist to scan basic movement
phases
Error identified for correction is consistent with the Canoe/Kayak approved skill development /
progression checklist and the five phases of the CK stroke.
Identifies potential causes of skill error (Cognitive / Affective / Motor)
Page 139 of 166
correctly uses the three key elements of CK technique within the five phases of the CK racing
stroke to analyze athletes
Correct the identified basic technical element that needs improving using appropriate drills and
corrective measures to instruct athletes
b. Coach corrects performance of the Three Key Elements of Sprint Canoe/Kayak
technique through the Five Phases of the Stroke
Identifies specific correction based on observation of movement phases and in accordance with
the skill / development progression checklist and the five phases of the racing stroke.
Skill/performance corrections are prescriptive (emphasize how to improve, not just what to
improve) in an easily understood manner
correct the basic technical element
Explains how the correction relates to improved performance
Explains why the correction contributes to improved performance
Facilitates athletes to increase awareness of corrections by asking appropriate questions
Prescribes an appropriate activity and or drill that assists athlete to make correction in
performance.
c. Coach accurately demonstrates the Three Key Elements of Sprint Canoe/Kayak
technique through the Five Phases of the Stroke
The coach illustrates the three key elements of canoe/kayak technique by demonstrating:
Balance
Propulsion
Boat control/Steering
The coach correctly demonstrates the five phases of the Canoe/Kayak racing stroke:
Setup
Catch
Draw
Exit/Steering
Recovery
Page 140 of 166
Canoe/Kayak Sprint ELCC Evaluation
Coach
Name
CC
number:
Surname
C
C
First
Plan a Practice
Mark
Evidence of Achievement
Logistics & Structure
0
Practice plan identifies basic information include, date,
time, location, number of athletes, level of athletes.
Practice plan indicates basic logistical needs (i.e.
facilities and equipment) to match the overall goal.
Practice plan has a clearly identified goal that is consistent
with LTAD growth and development principles
Practice plan is organized into main segments that include
an introduction, warm-up, main part, cool-down and a
conclusion.
Duration of the practice and each practice segment are
identified on a timeline.
Plan includes a list of key factors or teaching points that
relate to the overall goal.
TOTAL POINTS
Emergency
Action Plan
Mark
Location of a fully stocked first aid kit
Designated charge person and call person with roles
and responsibilities.
TOTAL POINTS
Evidence of Achievement
Scoring
0
Planned activities are allotted enough time to develop
the skills and or tactics identified by the goal.
Planned activities contribute to the development of skill
(s) and are appropriate to the stage of skill development
(Acquisition, Consolidation, Refinement)
The practice plan indicates key factors (coaching points)
that will be identified in the practice activity.
Planned activities contribute to the development of
athletic abilities, are appropriate for the sport, and are
consistent with LTAD growth and development
principles.
Activities are purposeful and link to overall practice
goal.
The duration of the practice and each practice segment
are consistent with LTAD growth and development
principles.
Planned activities reflect awareness of, and control for
potential risk factors
TOTAL POINTS
Rank
(NI, ME, EE)
1
2
NI = Needs
Improvement
ME = Meets
Expectations
EE = Exceeds
Expectations
Identifies appropriate logistics for practice
<6
6
7
Design an Emergency Action Plan
<4
4
5
Identifies appropriate activities in each part of the
practice
< 10
10-15 (No 0s)
> 15
Planning Element
Recommendation
Certification
Signed
Evaluator
3
Exceptional evidence with excellent detail and
accuracy to meet overall criteria. Plan would assist a
different coach in enhancing the practice.
Good evidence, sufficient detail and accuracy to meet
overall criteria. A different coach could implement the
practice
Some evidence, limited detail and accuracy to meet
overall criteria. A different coach would have difficulty
implementing the practice
Comments
Practice activities are effectively described (i.e.
diagrams, explanations, key points)
No evidence present
Appropriate Activities
The location of telephones and emergency telephone
numbers
Specific directions to reach the activity site, which may
include a map or a list of key instructions
Location of medical profiles for each athlete under the
coach’s care
1
All There. Sufficient detail of evidence
Scoring
Not There. No evidence appears on plan
Comments
Practice plan identifies a goal or a series of key elements
that will be addressed in the practice
Re-submit
Attend training
Date
Surname
First
Page 141 of 166
Canoe/Kayak Sprint ELCC Evaluation
CC
number:
Coach Name
Surname
C C
First
Provide Support to Athletes in Training
Mark
Evidence of Achievement
Maintains class control on land as well as on water
Reinforce and teach appropriate competitive rules to
enable a safe practice environment
Present an Emergency Action Plan (EAP) that
contains elements specific to the practice facility
being used. (As identified in Planning a practice
outcome)
Surveys docks, equipment, and facilities (looking for
potential hazards)
TOTAL POINTS
2- Implements an
appropriately structured and
organized practice
Present a practice plan to improve one of the five basic
Canoe/Kayak elements (this could be the same plan
from the Plan a Practice outcome or a plan from
Program Design outcome)
Delivery of practice matches practice plan’s goal(s)
Main practice\e segments are evident
Equipment is available and ready to use
Adequate use of space and equipment is
demonstrated
Breaks are provided for appropriate recovery and
hydration
Welcomes athletes prior to practice
Activities contribute to development of skill(s),
tactic(s) and or athletic abilities.
TOTAL POINTS
3- Makes interventions that promote
learning
Coach creates opportunities to interact with all
athletes
Coach sets up equipment appropriately for different types
of athletes
Coach correctly applies drills that teach one of the five
basic principles
Coach and/or demonstrator is positioned so that
athletes can see and hear clearly
Explanation/demonstration has 1-3 key learning
points
Key factors or teaching points are explained and
checked for clarification.
Key learning points match Canoe’s skill development
model 3 KEY ELEMENTS/5 PHASES
Coach constructively reinforces athletes’ efforts and
correct performance
Provides feedback and instruction that clearly
identifies what to improve and how to improve
Feedback is positive, specific and directed towards
both the group and individuals
o
Coach will assess whether the participants are
enjoying the session and adapt to ensure fun is
had
Identifies appropriate expectations for athlete
behaviour and reinforces these expectations when
appropriate
Scoring
0
1
4- Safely operate
a motor boat in
training and
rescue situations
TOTAL POINTS
Safely set up and start a coach boat (engine locked,
gas mixed, enough gas, etc.)
Demonstrate safe use of motor boat when monitoring
a practice situation (steady pace, doesn’t wash out
athletes)
Demonstrate a safe approach to and rescue of a
swamped boat and its crew (athlete before boat)
Keeps boats close enough to be deemed effective
for training
Adheres to all government safety regulations for
small vessels, including an attached kill cord
Page 142 of 166
2
Evidence is observed consistently throughout the practice. Exceptional quality and attention to detail throughout the whole practice.
Comments
Evidence is observed, however there is limited attention and or quality in the presentation of the practice, or not entirely complete.
Surveys docks, equipment, and facilities (looking for
potential hazards)
Takes steps to minimize risk to participants before
and throughout the practice
Considers weather conditions and their
appropriateness for skill level of participants
Awareness of the risks associated with canoeing
Not There. No evidence is observed.
1- Verifies that the practice
environment is safe
TOTAL POINTS
Rank
(NI, ME, EE)
NI = Needs
Improvement
ME = Meets
Expectations
<8
8 – 11 (no 0’s)
> 15
<8
8 – 11 (no 0’s)
> 15
Ensures that the practice environment is safe
Implements an appropriately structured and
organized practice
Makes interventions that promote learning
Safely Operates a motor boat
< 12
<5
EE = Exceeds
Expectations
12– 14 (no 0’s)
5 (no 0’s)
> 15
>7
Recommendation
Certification
Re-observe
Signed
Evaluator
Attend training
Date
Surname
First
Page 143 of 166
Canoe/Kayak Sprint ELCC Evaluation
CC
number:
Coach Name
Surname
C
C
First
Analyze Performance
Evidence of Achievement
Comments
Identifies or selects factors that has a direct
impact on performance
identify one of the five phases of the stroke that
needs improving
Scoring
0
Explains how the error relates to overall skill
performance
Uses Canoe/Kayak approved skill development
/ progression checklist to scan basic movement
phases
Error identified for correction is consistent with
the Canoe/Kayak approved skill development /
progression checklist.
Identifies potential causes of skill error
(Cognitive / Affective / Motor)
correctly uses the three key elements of
technique to analyze athletes
Correct the identified basic technical element
that needs improving using appropriate drills
and corrective measures to instruct athletes
TOTAL POINTS
2- Coach corrects performance of the
Three Key Elements of Canoe/Kayak
Sprint technique
Identifies specific correction based on
observation of movement phases and in
accordance with the skill / development
progression checklist.
Skill/performance corrections are prescriptive
(emphasize how to improve, not just what to
improve) in an easily understood manner
correct the basic technical element
Explains how the correction relates to improved
performance
Explains why the correction contributes to
improved performance
Facilitates athletes to increase awareness of
corrections by asking appropriate questions
Prescribes an appropriate activity and or drill
that assists athlete to make correction in
performance.
TOTAL POINTS
3 - Coach accurately
demonstrates the 3
Key Elements of
Canoe/Kayak Sprint
technique
1 Balance
2 Propulsion
3 Boat Control/Steering
1
2
Evidence is observed consistently throughout the practice. Exceptional quality and attention to detail throughout the whole
practice.
Observes skills from adequate vantage point(s)
as defined by Canoe/Kayak
Evidence is observed, however there is limited attention and or quality in the presentation of the practice, or not entirely
complete.
Not There. No evidence is observed.
1- Coach detects performance of the Three Key
Elements of Canoe/Kayak Sprint technique
Mark
TOTAL POINTS
Rank
(NI, ME,
EE)
Detects Performance
Corrects Performance
Demonstrates 3 Elements/5 Phases
NI = Needs
Improvement
ME = Meets
Expectations
<9
<7
<4
9 - 14 (no 0’s)
7 (no 0’s)
5 (no 0’s)
EE = Exceeds
Expectations
> 15
> 12
6
Recommendation
Certification
Re-observe
Signed
Evaluator
Attend training
Date
Surname
First
Page 144 of 166
NCCP OBSERVATION OUTCOMES &
RECOMMENDATONS
Date
Coach
CC number:
Name
Surname
Address
Apt.
Phone
C
Street
City
(
C
First
Province
)
(
Home
Postal Code
)
(
Business
)
Fax
Email
NI
MS
ES
Provide Support to Athletes in Training
Recommendation
Attend training
Another Observation
Achieved Certification
COMMENTS:
NI
MS
ES
Analyze Performance
Recommendation
Attend training
Another Observation
Achieved Certification
COMMENTS:
NI
MS
Plan a Practice
Recommendation
Attend training
Another Observation
Achieved Certification
COMMENTS:
NI = Needs Improvement
MS = Meets Standard
ES = Exceeds Standard
Evaluator
Signed
Evaluator
Address
Date
Surname
First
Apt.
Street
City
Phone
(
Home
Province
)
(
Business
Postal Code
)
(
)
Fax
Email
Page 145 of 166
ES
THE ON-WATER EVALUATION
Requirements for the On-Water Evaluation
1. Candidate must coach a technical workout.
2. Candidate will need to meet with the Evaluator for approximately 20 minutes prior to the beginning
of practice. The candidate should have completed any preparations for the practice prior to this
meeting.
3. The athlete group must:
be a group that the candidate works with on a regular basis OR a group of athletes in the age
range of atoms to peewees;
already have a basic skill level (i.e., able to balance and paddle for a 1000 metres);
all be at the same approximate skill level;
must have at least five (5) participants and no more than seven (7) participants.
4. The Candidate will need to meet with the Evaluator for approximately 40 minutes after the practice
has concluded to review the completed Coaching Checklist and Skills Profile.
There are three main sections to the On-Water Evaluation:
A.
B.
C.
A.
Before Practice Meeting – approximately 20 minutes
On-Water Evaluation – the length of the practice, should not exceed 60 minutes.
The Review – approximately 40 minutes
Before Practice Meeting
1. The Evaluator will review the overall procedure followed when conducting an On-Water Evaluation.
2. The Evaluator will ask the Candidate for their completed self-evaluation portion of the Coaching
Behaviours Profile at the beginning of the evaluation session
3. The Evaluator will review the first three questions of the Coaching Checklist with the Candidate.
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B.
On-Water Evaluation
As soon as the first three elements of the Coaching Checklist are completed, the Evaluator will ask the
Candidate to begin their practice. The Evaluator will be using the Coaching Checklist to assess
performance.
It is important to note that there are things on the checklist that a coach may not do for every practice.
For the purpose of this Evaluation, every item on the Checklist MUST be included in the practice.
These are considered to be essential skills for an Entry Level Competitive Coach and must be evaluated
accordingly. If the Candidate does not do everything automatically, you may wish to exercise your
judgement and prompt the Candidate to complete these items.
During the technical improvement portion of the Candidate’s workout you will need to intervene and
ask them to make a modification to a drill that the group is currently implementing. You will also need
to ask the Candidate to assess one of the basic technical elements that is not included in their practice
plan.
Other than the above noted exceptions, an Evaluator should not make any comments while the
Candidate is conducting their practice.
C.
The Review
At the end of the practice you will complete the appropriate portion of the Candidate’s Coaching
Behaviours Profile. You will then go over the Behaviours Profile with the Candidate and discuss those
areas where your Evaluation differed from the Candidate’s self-evaluation. As this is a learning
exercise, please include specific comments on where and how the Candidate can improve their coaching
performance. This is also the time to encourage the Candidate by highlighting skills you think they
perform well.
You will also go through the completed Coaching Checklist with your Candidate. Although you will
highlight their strengths, the primary focus of this section are those areas that need improvement. This
is the time for the Candidate to ask questions about your Evaluation of their performance. If the
Candidate was not successful in demonstrating their competence for the On-Water Evaluation section,
you should outline some basic strategies as to how they can improve for next time. The goal is for every
Candidate to finish this Evaluation feeling that it was a positive learning experience regardless of the
outcome.
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This is an additional tool that Evaluators may utilize with ELCC
candidates.
Coaching Behaviours Profile
MARKING KEY:
1
2
3
4
Needs more work, required behaviours not being demonstrated.
On the right track, but not consistently demonstrating the required behaviours.
Consistently demonstrates the appropriate behaviours.
Demonstrates extraordinarily mature behaviours.
Coach/Athlete Relationships
ELCC Candidate
Evaluator
1
2
3
4
Identifies actual and potential goals for practices,
seasons, years (can see “big and small pictures”)
1
2
3
4
1
2
3
4
General Organization ( includes time management
both on and off the water)
1
2
3
4
1
2
3
4
Displays appropriate coaching behaviours/attitudes
(e.g. empathy, sincerity, respect, openness, Fair Play
values, athlete-centeredness….)
1
2
3
4
1
2
3
4
Develops listening skills between coach and athlete
1
2
3
4
1
2
3
4
Clearly communicates to athletes
1
2
3
4
1
2
3
4
Manages training environment (includes awareness,
creation of functional learning environment and
adapting to "unforeseen" circumstances such as
weather, equipment breakage, etc.)
1
2
3
4
1
2
3
4
Motivation / Enthusiasm for and while coaching
1
2
3
4
1
2
3
4
Rapport with athletes
1
2
3
4
1
2
3
4
“With-it-ness” (Awareness of athletes performances
during practices, competitions, off water, etc.)
1
2
3
4
1
2
3
4
Punctuality
1
2
3
4
Comments:
(use the back of this form if more room is required)
ELCC Candidate
Evaluator
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CKC CODE OF SAFETY
APPENDIX 1
APPENDIX 2
CANOE/KAYAK COMPETITION RULE BOOK
APPENDIX 3
NCCP LEVEL 1 TECHNICAL MANUAL
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Workshop Overview JE- THIS IS A SAMPLE – YOUR MLF’S MAY
WANT TO USE THIS AS A TEMPLATE AND INSERT IT INTO
SECTION 1
Contents
page
Introduction 30 min
The NCCP vision for children in community sport
A new structure for the NCCP
Goals of this workshop
1
1
2
Step 1 – Setting the Scene 60 min
Your role as a community coach in SPORT
3
Step 2 – Participants and their Sport Needs 30 min
Knowing about the participants you are coaching
6
Step 3 – Ethical Coaching 90 min
Identifying ethical issues in community sport
Analysing a situation that is relevant to you
8
11
Step 4 – The Equipment and the Rules of SPORT 45 min
Equipment needed to play SPORT
The basic rules of SPORT
15
16
Step 5 – Practice Coaching Session #1 1h 45 min
Planning to lead an activity
Model coaching by the facilitator
Safety check
Practice coaching session #1
Debriefing your practice coaching session #1
17
17
18
18
18
Step 6 – Practice Planning and Sport Safety 60 min
Modifying a practice plan
The structure of a practice
Emphasizing safety in your practice
19
20
21
Step 7 – Tasks of the Community Coach 30 min
Tasks of the community coach
23
Step 8 – Competition Organization 30 min
24
Step 9 – Practice Coaching Session #2 1h 45 min
Basic skills of SPORT
Communicating and interacting with participants
Model coaching by the facilitator
Practice coaching session #2
Debriefing your practice coaching session #2
26
26
26
27
27
Workshop Wrap-up and Evaluation (variable)
28
Total workshop time is approximately 10 hours excluding breaks
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