Developing the Road Map for Your Coaching: Child-Centred Programme & Season Planning (Principles of Effective Curriculum Design for Sports Coaches) David Piggott @wikicoach Sergio Lara-Bercial @SergioLaraUK @ICoachChildren Carnegie School of Sport Leeds Beckett University
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Developing the Road Map for Your Coaching: Child-Centred
Programme & Season Planning (Principles of Effective Curriculum Design for Sports Coaches)
David Piggott @wikicoach Sergio Lara-Bercial @SergioLaraUK @ICoachChildren Carnegie School of Sport Leeds Beckett University
◉ Introduction & Rationale ◉ Step 1: Defining sport ◉ Step 2: Mental model ◉ Step 3: Performance model ◉ Step 4: Curriculum ◉ Summary and exemplars ◉ Using a Gamecraft approach to curriculum delivery
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Presentation Notes
We find from experience that a large part of coaching happens ad hoc without clear planning. Most of the time this stems from the coaches lack of time spent really trying to understand the sport…
Concept 1: Coach Decision-Making
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The idea of this slide is just to situate this part of a coach’s task with the WHAT element of the coach decision-making model, and to point out that it is influenced by 1) our knowledge of the participants and what is possible at their stage of development; 2) our knowledge of pedagogy and the ways in which children acquire knowledge and skills; and 3) what is possible in the context in which we operate.
Concept 2: Best Practice/Real Practice
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The point of this slide is just to flash up why we feel what we have to offer can be considered “best practice”. We have consulted with NGBs such as the FA, Sailing and Handball specifically on this process; you have obviously done work with the Philippines. Feel free to add more logos if you know of any other bodies that we have worked with in this area. But also add that we are using this ourselves at local level in our own coaching (a couple of pics?)
International Sport Coaching Framework v1.2 ICCE, ASOIF and LBU (2013)
Qualities of Serial Winning Coaches Mallett, C. & Lara-Bercial, S. (in press).
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Preaching to the converted… If you read the word curriculum and still showed up… you are clearly on the right path already…
A 4-Step Model
Defining Sport
The Mental Model
The Performance
Model
The Curriculum
Programme/ Season/ Session Plan(s)
STEP 1: Defining Sport
Goal What is the abstract
goal (desirable ends) of the sport? (e.g. to cross the
finish line ahead of opponents)
Rules What are the main rules that prevent
the goal from being reached by the most
efficient means?
Means What are the means
permitted by the rules and effective in
meeting the goal?
“A goal directed activity where the goal is pursued using means permitted by the rules that prohibit more efficient in favour of less efficient means” (Suits, 1978: p. 48)
‘Internal Logic’
‘The interaction of the goal, the rules and the
players responses’
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Insert picture of spacejam to illustratec the lusory means of basketball
Step 2: Developing a Mental Model
Goal: identify the main tactical problems of the sport – work out the internal logic of the
Knock your opponent out or force them to retire hurt (or score more points via aggression and accuracy)
“stand-up match in a 24-foot ring” “rounds of three minutes duration”
Reduce opponent’s escape routes
Economical and balanced footwork
“no wrestling or hugging allowed” Judging distance Solid stance and guard
“a blow struck below the waistband shall be deemed foul”
Finding gaps in opponent’s guard
Sharp and accurate combinations of punches and fakes
Simplifying Complexity in Invasion Games Model: ‘the components of a complex system and the relationships between
those components’ (Lyle, 2002)
DEFENCE ATTACK
Transition 1 (press or recover?)
Transition 2 (break or build?)
Press
OR
Defend the Goal
Attack the goal
OR
Keep the ball
Mental Model Example 2 Basketball
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Idea of Pair Opposites
Step 3: Developing a Performance Model
STEP GOAL: to describe ‘tactical solutions’ and ‘target performance’ in the fundamental tactical problems specified in the mental model
Clear, shared performance models are a feature of successful teams, in sport and business (Giske et al., 2015)
Developed using observation and ‘analytics’ (see next)
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What kinds of performance solutions (tactical and technical) are required at the target level? (e.g. how quickly is the ball recovered after a turnover?) What physical and psychological capacities underpin the execution of the performance solutions? (e.g. what is the average wingspan-height ratio?)
Aspirational But Realistic (e.g. NCAA Div 1 - recruit players from this level already, would like to produce)
Basketball THEME: Pressurise the ball
Tactical Team aggressively and consistently force opponent away from strengths and intentions
Technical Players have robust low-wide stance; strong upper-body bumping to unbalance attacker; cuts-off dribble with lightning shuffle and recovery steps; active hands to disrupt pass or shot
1.2.3.2. Inside Cuts 1.4.1.1.1. Creating the Advantage
1.3.2. Via Pass 1.4.1.1.2. Extending the Advantage
1.3.2.1. Feeding the Post 1.4.1.2. Special Screens
1.3.2.2. Pass Hand Off 1.4.1.2.1 Screen the Screener
1.3.3. Via Dribble 1.4.1.2.2. Staggered Screens
1.3.3.1. Drive & Kick 1.4.2. On Ball Screens (central/lateral)
1.3.3.2. Drive & Dish 1.4.2.1. Creating the Advantage
1.3.3.3. Dribble Hand Off 1.4.2.2. Extending the Advantage
Offence – GGP 1 Maintaining and Using Possession to Create a Scoring Opportunity
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1v1 Stationary Off the dribble Off and advantage Coaching Progression Give & Go Drive & Kick Off-ball Screens On-ball Screens
Offence – Generic Game Principles (GGP) and Sub-Principles (GGSP)
1. 5. Attacking Zones
1.5.1. Generic Principles
1.5.1.1. Attack gaps
1.5.1.2. Ball Reversal
1.5.1.3. H-L/L-H
1.5.1.4. Short/Long Corner
1.5.1.5. Overload
1.5.1.6. Screens (Off/On Ball)
1.5.2. vs Passive Zones
1.5.3. vs Aggressive Zones
1.5.4. vs Trapping Zones
Offence – GGP 1 Maintaining and Using Possession to Create a Scoring Opportunity
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Presentation Notes
1v1 Stationary Off the dribble Off and advantage Coaching Progression Give & Go Drive & Kick Off-ball Screens On-ball Screens
Step 4: Developing a Curriculum
STEP GOAL: develop broad but clear end-of-stage outcome statements for participants in tac/tec/phys/psych domains and relevant core developmental activities
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Broad not constraining Use the SPEC model and the Learning Zones Understanding of bio-psycho-social development can help to ‘calibrate’ expectations at different stages e.g.: When are young people strong enough to throw a half-court pass? (implications for when to introduce full-court press defence) When do young people stop being egoistic? (implication for when to focus on off-ball offensive movement, such as screens) Structured around the TTMM with the PM as exit-level performance, then work backwards (i.e. what techniques underpin x? Can they be developed given the developmental stage of the players?)
Step 4: Developing a Curriculum
STEP GOAL: develop broad but clear end-of-stage outcome statements for participants in tac/tec/phys/psych domains and relevant core developmental activities
Presenter
Presentation Notes
Broad not constraining Use the SPEC model and the Learning Zones Understanding of bio-psycho-social development can help to ‘calibrate’ expectations at different stages e.g.: When are young people strong enough to throw a half-court pass? (implications for when to introduce full-court press defence) When do young people stop being egoistic? (implication for when to focus on off-ball offensive movement, such as screens) Structured around the TTMM with the PM as exit-level performance, then work backwards (i.e. what techniques underpin x? Can they be developed given the developmental stage of the players?)
Neary (2002: p. 104) Harden & Stamper (1999)
The Cornerstone Concept Brunner’s Spiral Curriculum
Basketball Curriculum Example
Pen
etra
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nd s
core
Adv
ance
the
ball
Sup
port
the
ball
hand
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Kee
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sses
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Pre
ssur
eise
the
ball
Den
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ss a
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enet
ratio
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Hel
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Pro
tect
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Performance Model
ADV
INT
BEG
MULTI-SKILL or MULTI-SPORT ENVIRONMENT (ABCs, SOL)
O-Transition – Key Elements The Basketball Generic Game Principles Model as a Spiral Curriculum
Generic Game Principle U10 U12 U14 U16 U18 1. Maintaining and using possession to create a scoring opportunity
Players should be able to: 1.1. Spacing
• Start displaying an
understanding of good and bad space
• Keep appropriate distance most of the time
• Start filling in spots left vacant ahead of them
• Start to react to dribble penetration using clocking
• Methods o 5 out in matches o 2v1, 2v2, 3v2 and 3v3
in training o Conditioned games
• Regularly display an understanding of good and bad space
• Keep appropriate distance at all times
• Filling in spots left vacant ahead of them consistently
• React to dribble penetration using clocking most times
• Methods o 5 out in matches o 2v1, 2v2, 3v2 and
3v3 in training o Conditioned games
• Consistently display an understanding of good and bad space
• Keep appropriate distance at all times
• Filling in spots left vacant ahead of them consistently
• React to dribble penetration using clocking all the time
• Methods o 5 out in matches o 2v1, 2v2, 3v2 and
3v3, 4v3 and 4v4 in training
o Conditioned games
• Keep appropriate distance at all times
• Filling in spots left vacant ahead of them consistently
• React to dribble penetration using clocking all the time
• Start to react to ball thrown inside and post 1v1
• Methods o 5 out/4 out-1in in
matches o 2v1, 2v2, 3v2 and
3v3, 4v3, 4v4, 5v4 and 5v5 in training (introducing a post player at times)
o Conditioned games
• Keep appropriate distance at all times
• Filling in spots left vacant ahead of them consistently
• React to dribble penetration using clocking all the time
• React consistently to ball thrown inside and post 1v1
• Methods o 5 out/4 out-1in in
matches o 2v1, 2v2, 3v2 and
3v3, 4v3, 4v4, 5v4 and 5v5 in training (introducing a post player at times)
o Conditioned games
O-Transition – Key Elements The Basketball Generic Game Principles Model to inform Drill Development & Selection
Drill: 3v3 Recovery
GGP 1.2.Ball Circulation
1.2.3. Ball Movement
1.2.3.1. Continuity
1.2.3.2. Ball Reversal
GGP 1.3. Penetration
1.3.4. Drive & Kick
GGP 1.1. Spacing
1.1.2. Good Space vs Bad Space
1.1.2. Filling In
…plus defensive GGPs…
An Added Bonus
◉ Curriculum as thinking tool
◉ Curriculum as evaluation tool
◉ Curriculum as sense-making tool
◉ Curriculum as game-reading tool
Sergio Lara-Bercial
Dr Dave Piggott
GameKraft &
Games Design
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Presentation Notes
Building your athletes own GPS system… Stop them depending on yours… The only way to do this is coaching by games
What is Gamecraft?
The mastery of the Generic Game
Principles (GGPS) which make up
the game regardless of style of play
and strategies.
The GGPS are the most common
recurrent themes and situations that
players have to resolve in the course
of a game. To do so they need
Fundamental Game Skills
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Presentation Notes
Building your athletes own GPS system… Stop them depending on yours… The only way to do this is coaching by games
Psychosocially Competent
Game Aware
Technically Proficient
We want EXPERT Players
Expert Player: Understands and Can
Resolve Most Common Game Challenges
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Presentation Notes
Building your athletes own GPS system… Stop them depending on yours… The only way to do this is coaching by games
Types of Practice (Abraham & Collins, 2014)
Short-Term Learning • Blocked Practice: several skills practiced in
blocks • Massed: one skill practiced for a long time • Structured: the skill is practiced in a very
controlled way Long-Term Learning • Random: several skills are practiced
randomly in one drill • Variable: one skill is practiced in a variety
of ways • Distributed: skill practiced in short bursts
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Look for examples of each
Long-Term Learning Practice • Promote player’s own thinking • Encourages retrieval of previous
Short-Term Learning Practice • Rapid Improvement • Not mentally demanding • Helpful for beginners/young • Confidence builder • Low retention/transfer • Quickly becomes boring and
mindless
Types of Practice (Abraham & Collins, 2014)
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It is not about one being better than the other. It is about using both types in conjunction to support development in the most appropriate way. It helps you keep a healthy balance.
The Only Way is Games?
• Games are FUN! • Our aim is to develop expert athletes/players – athletes
and players that KNOW & UNDERSTAND • Skills are Techniques in Context: games develop skills
and understanding, drills develop technical robots • Games allows us to break the game into bit-size chunks
children can get their heads around • Situational learning lasts longer and ‘breeds’ more
learning: if this happens – then I… type responses
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Mr Miyaghi Clip?
Game Analysis & Design -Let’s Play!
Use the cards provided to coach a game-based activity. After 5’ reflect on what FGS is the activity working on and answer the questions on the card.
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Building your athletes own GPS system… Stop them depending on yours…
Game Analysis & Design – The What & The How! 1. What FGS do I want to work on? The Problem!!
2. What physical and technical skills are associated with it?
3. What activities do I already know which work on similar principles?
4. How can I modify those activities to suit the needs and stage of my players?
5. How to create a new activity if none of the ones you know you think will work for you (more on this later).
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Parameters we can modify to develop activities – from STEPs… Space Time People – numbers, roles, limitations, advantages Equipment Task Targets Adv/Disadv
Inclusion Spectrum – STEP Model • Space: playing surface, distance