Let’s Ride!
Cycling Community Initiation
Introduction
NCCP Coaching Streams and Contexts
Competition
Introduction
Community
Initiation
Instructor Beginner
Ready to Race!
Let’s Ride!
Competition
Development
Instructor
Intermediate
Performance Cycling
Community Ongoing
Competition High
Performance
Instructor Advanced
Let’s Ride! Community Initiation
Pathway
To achieve the status of “In-Training” a
coach must complete:
•
Let’s Ride! Community initiation
To achieve the status of “Trained”
a coach must complete:
•
•
Let’s Ride! Community initiation
Basic Cycling Skills
Community Cycling Initiation
Step 1: Setting the Scene
Step 2: Participants and their Cycling Needs
Step 3: Ethical Coaching
Step 4: Competition, Rules, Nutrition
Step 5: Practice Planning and Cycling Safety
Step 6: Practice Coaching Session
Step 7: Equipment, Basic Cycling Position
Step 8: Practice Coaching Session 2
Let’s Ride & BCS
Day 1: 9 am to 5 pm
 Step 1: Setting the Scene (45 min)
 Step 2: Participants and their Cycling Needs (45 min)
 Step 5: Practice Planning & Cycling Safety (45 min)
 Step 6a: Skills Development (25 min)
 Lunch
 Step 6b: Practice Coaching Session (3 hrs)
Day 2: 9 am to 2 pm Please bring a lunch
 Step 7: Equipment & Basic Cycling Position (45 min)
 Step 8: Practice Coaching Session 2 (2 hrs)
 Step 4: Competition, Rules, Nutrition (45 min)
 Step 3: Ethical Coaching & Wrap-up (1 hr)
Step 1:
Setting the Scene
Step 2:
Participants & their Cycling Needs
HUMILITY
RESPECT
LEADERSHIP
FAIR PLAY
INTEGRITY
ATHLETE
ETHICS
hwenger04
Step 3:
Ethical Coaching
Analysis And Decision-Making Process For Situations
That Have Moral Implications
1- Establish
the facts in
the situation
Analysis
2- Based on the
facts, determine
what is at stake
3- Consider options for
action or decision, and
the consequences of
each
DecisionMaking
4- Assess the pros
and cons of each
option
5- Select the best
option for decision
6- Implement the
decision and manage
the consequences
Implementation
Analysis And Decision-Making Process For Situations
That Have Moral Implications
1- Establish the
facts in the
situation
- Is this a situation that has legal
implications?
- If the situation is not legal, what
ethical issues might be involved?
2- From the facts,
determine what is at
stake
Have all
3- Consider potential
options for action or
decision, and the
consequences of each
the facts been
identified?
Analysis
4- Assess the pros
and cons of each
option
Decision -Making
How does each option
promote a fair decision
in relation to the:
- outcomes or
results
-
- means used to
achieve results
5- Select the best
option for decision
-
-
-
Implementation
What is the best course
of action to follow? Who
should be involved?
6- Implement thedecision
and manage the
consequences
Have I thought about
factors that might
influence me?
What values must be
preserved in the situation?
Is this a just and
reasonable decision?
NCCP Code of Ethics
Step 4:
Competition, Rules, Nutrition
Nutrition
I - PRE-RIDE
Normal meal at meal time
eg lean meat/fish,
vegetables, fruit
DURATION
MORE THAN 4 HRS
BEFORE
II - DURING RIDE
III - FIRST 30 mins AFTER
IV - POST RIDE
1 HOUR OR
LESS:
NO
FOOD
OR
DRINK
EAT/
DRINK
resume normal
diet pattern after
first 30 minutes
post-ride
EAT/
DRINK
RIDE 2 HOURS OR LESS:
1 HOUR
3 HOURS BEFORE
START
feeding by 30
minutes
600- 1000 ml
water or
sport drink
600-900 calories
high carbohydrate (75%) with
some protein
2 HOURS
200-300 calories
high carb, some protein
3 HOURS
1 HOUR BEFORE
EAT/
DRINK
EAT/
DRINK
EAT/
DRINK
RIDE OVER 1 HOUR:
EAT/
DRINK
Follow post-race recovery diet for
as many hours as you rode.
RIDE MORE THAN 2 HRS:
1 bottle recovery drink* as soon
as possible (10 mins)
PLUS
START feeding by 30 mins.
600-1000 ml per hour sport
drink
OR
1 gel plus
600-1000 ml water per hour
EAT/
DRINK
OPTION diluted coke or gel
with caffeine in last 30 mins.
1 more bottle recovery drink
for every additional hour
(eg 4 hr ride= 2 bottles)
* Recovery drink is a special mix
or liquid available from many
sport drink manufacturers. It
includes carbohydrates along
with some protein and minerals.
TOTAL 3-5 bottles
4 HOURS
If event lasts longer than 1
hour, 10 mins BEFORE:
1 gel + 250 ml water
EAT/
DRINK
START feeding by 30 mins.
600-1000 ml per hr
sport drink
OR
1 gel plus
600-1000 water per hr
2 HOURS BEFORE
(if you didn’t eat 3 hrs before)
Water only- 500 ml over the
last 50 minutes
1 700 ml bottle sport drink
per ride hour
EAT/
DRINK
CYCLING DIET PLAN - See Canada’s Food Guide for daily regular diet examples
After 30-45 minutes post-ride but
before the next regular meal:
include raisins, small amount of
additional salt, and fresh fruit or
pure fruit-based drinks (avoid
sweetened fruit drinks)
At first regular meal after ride: add
boiled/baked potatoes or sweet
potatoes to regular meal (lean
meat, low fat, vegetables)
Continue rehydration: recover to
pre-race body weight
After post-ride recovery period,
resume normal diet
Step 5: Practice Planning &
Cycling Safety
Practice Planning
Choosing and Designing
Activities for your Practice
General Considerations:
The goal you
have in mind
The choice of
activities
The way each
activity will be
run
The participants
you coach
The sport and
its demands
Sport Discipline Relationships
Step 6:
Practice Coaching Session 1
Dimensions of Learning
Affective
(attitudes, behaviour)
Cognitive
(knowledge, understanding)
Dimensions
of
Learning
Motor
(technical skills, execution)
Basic Cycling Skills
Skill Acquisition
What is a skill?
“The ability to perform a movement or chain of
movements with high consistency, high
precision, and high efficiency”
The Challenge Zone
Or matching the difficulty of the activity
with the skill level of the participant
High
ANXIETY
REQUIREMENTS OF
THE
ACTIVITY
BOREDOM
Low
Low
High
PARTICIPANT PROFICIENCY LEVEL
ATTENTION
BALANCE
CONTROL
PEDAL
BRAKE
GEAR
Looking
Straight-line Riding
Sitting
Front
Rear
Identifying
Balanced Position
Soft
Rear
Front
Reacting
Weight Transfer F, R, Side
Standing
Combined
Ready Position
Punch
Modulate
Weighting & Unweighting
Ratchet
Slippery
The ABCs:
Basic Body
Movements
TURN &
CORNER
Medium
Fast
Slow
Tight
Narrow-platform Riding
INCREASED CHALLENGE
Simple Riding & Coasting
Track Stand
P.A.S.S. SKILLS - BUILT FROM ABCs
POWER
AGILITY
ACCELERATE
DESCEND
DROP
LIFT
Sitting
Sitting
Sitting
Rolling
Front
MOUNT &
DISMOUNT
GROUP
TRAFFIC
Follow
Laws
Draft
Signal
Pass
Shoulder
check
Straddle on
P.A.S.S.:
Standing
Standing
Huck
2 Wheel
Straddle off
Crouching
Integrated
Skills
Standing
Standing start
Rear
MOVE
Cowboy on
Gate start
Dolphin
Limbo
Pack
Bails
Sprinting
Manual
Pickup &
Drop (one
hand)
Position
Bump
Carry
Side
Anticipate
Buzz
Safe Fall
Wheelie
No hands
A CYCLING SKILLS MODEL
Echelon
INCREASED CHALLENGE
CLIMB
SPATIAL SENSE
3- or 5-Phase Skill?

Skills can be analyzed as:
5 Phase:
 Set-up
 Preliminary movements
 Force-producing movements
 Critical instant
 Follow-through

Example?
3- or 5-Phase Skill?

OR,
3 Phase:
 Set-up
 Movement
 Follow-through

Example?
3- or 5-Phase Skill?

OR,
3 Phase:
 Set-up
 Movement
 Follow-through

Example?
Skill analysis task:
Choose a cycling skill
 What is the purpose of the skill?
 Break the skill down into parts
 Is it 3- or 5-phase?

Step 7:
Equipment and
Basic Cycling Position
Step 8:
Practice Coaching Session 2
Basic Cycling Skills:
Error Detection & Correction
Observation Strategy:
If you wanted to observe this skill being done
by a beginner, what would the best vantage
point be?
 Where to stand? What to look at? What to
watch for?
 Fill in “Observation Strategy” box

Outcome / Form of sport task
The outcome serves to describe when the skill of tactic is clearly achieved or not
achieved
Key Performance Factors
How is the outcome achieved?
Detectable Signs
What is observed?
How is it observed?
1. Preliminary movements (i.e.
Grip / Stance)
2. Back swing or recovery
movement (i.e. positioning,
back swing, recovery)
3. Force producing movement
(i.e. Use or sequence of
muscle group and joint
action)
4. Critical instant (i.e. impact,
strike, )
5. Follow through.
Detectable Signs
What is observed?
How is it observed?
Participant does not engage in task
Participant engages in the task but
the outcome is not achieved
Inconsistencies
or inefficiency in
movement or
task - Little
precision or low
probability of
success in the
task
Participant engages in the task and
achieves the outcome or
demonstrates form
What key factors come into play?
Consistent and
efficient
movements
demonstrated in
task – High
degree of
precision and
probability of
success in the
task
Analyze potential causes
CAUSE
GAP
A. Equipment Issue
FIT / TUNING
2. Environment
B. Environmental factor – Weather /
lighting
3. Affective
C. Fear or Hesitation
D. Not motivated or not interested
E. Lack understanding or player
confused
6. Tactical
7. Technical
Repeat task/activity
Adjust progression
Adjust speed or timing or
intensity
Adjust work to rest ratios, and
/ or Intensity (Workload)
G. Lack Concentration or poor
arousal control
Help or reassure
H. Difficulty reading / recognizing cues
5. Physical /
Motor
Adjust task demands
F Too much information or information
overload
J. Task too Demanding or too easy
I. Lacks physical ability to complete
task
K. Unable to select appropriate tactic
L. Choice of Decision
M. Unable to effectively or
consistently execute technique
Teaching Interventions
4. Cognitive /
Mental
Makes sport specific
adjustments to equipment
Modify / Adjust
Drill or Activity
1.Equipment
Select Appropriate
Corrective Measure
Explains or Ask Questions
Simplify - Use examples or
reduce variables to process
Use re-focusing or
visualization strategies
Demonstrate correct
technique / tactic
Provide feedback or results
THE TEACHING PROCESS
Can someone
else do the
demonstration
better than me ?
Organization
Includes safety measures, and how
the activity starts and finishes
Requires at least 50% motor
involvement
Coach is able to supervise
Explanation/Demonstration
Describe the aim of the exercise
Outline what is to be done and how
Describe points of reference/cues
Identify criteria of successful
performance
Touch the different communication
channels (visual, kinesthetic, auditory)
Supervision
Ensure that the athletes are actively
engaged and achieve a good rate of
success
To observe, move around without
interfering with athletes
Supervise both individuals and the
group
Verify if success criteria are
achieved
Did I give enough
time for the
athletes to
practice before
stopping them to
give feedback?
Feedback
Identify the cause of failure
Adapt the activity as needed
Help athletes by reassuring them
Explain and demonstrate again if
necessary
Recognize successful
performance
Effects of the feedback
Give the athletes time to practice
again to check whether they
have acted on the feedback
Did I remember to
ask the athletes
to give me
feedback before
giving them mine?
For more coaching
information…
www.cyclingcanada.ca
www.coach.ca