Holistic Coaching The 5 Cs for Coaching How
- Slides: 16
Holistic Coaching
The 5 Cs for Coaching How to foster the Cs in Sport Being able to do things Set developmentally Appropriate Activities Self-Worth and Self-Efficacy Self-referenced success, reward effort, learning to cope with failure Positive connections with people and environment Understanding benefits, work with and help others Being in an environment Respect for rules, sense of that respects rules and one Right & Wrong, empathy another Being able to find own solutions to problems Think/Understand by themselves, not just repeating
Child Development: SPEC Model
Communicating with Children Communication Wheel Silence Lyrics Dance Music
Children’s Motivation Self-Determination Theory: A useful tool to increase motivation. Being able to function without needing (much) support and making own decisions A AUTONOMY B BELONGING A sense of being part of something bigger that oneself; sum of the parts being greater; caring and being cared for C COMPETENCE A sense of being capable of doing things which are valuable to us and those around us.
The Long Term Athlete Development Model
Physical Literacy Multi-Skills Continuum
The Big 6 1. Is it FUN? 2. What principles/skills are they working on? 3. Does it match my session/season plan? 4. Is it age/stage appropriate? 5. Can I progress/regress it? 6. What is the intensity level?
Fo. M 1 - Balance f o re t n Ce avity Gr Co unt erbal anc e • A state in which the body remains reasonably steady and stable • It’s the foundation to safe, efficient and effective movement f o e s a B port p u S Co Str re en gth
Fo. M 2 - Coordination • The skilful and balanced movement of the body and its parts at the same time l a t n ion e M sat i n a Org Kin em Ch atic ain • Internal and External • To produce and action… • Or to produce force he t m t o u r F re O t n e C Fro He m ad the Do wn
Fo. M 3 – Agility and Speed • Control of the body and its parts in a dynamic environment • Ability to move quickly and efficiently, start, stop and change direction and speed whilst maintaining stability p o t S t r a St iently c i f f E Ch Dir ange ect ion e g n a h C d e e Sp
The How of Feedback - TACT • Timing: immediate feedback is best, but time-constraints and mental readiness must be taken into account • Approach: positive two-way dialogue, questioning • Contents: specific, balanced (+/-), solution orientated, no scolding • Tone: remove high emotions, if emotions are high… wait
The Inclusion Spectrum Separate (Alternate Activity) Open (All Play) Adapted Activity Parallel (Ability Groups) Modified (Change to Include)
The STEP Model • Space: playing surface, distance between players/obstacles, use zones • Task: change action/objective/scoring system/speed • Equipment: ball type/size, player aids • People: change numbers, player role
FUNdamental Movement Skills Stability (high on B and A) Manipulation (high on C and A) Locomotion (high on ABC+S) Axial Movements (bending, spinning, rolling, twisting, reaching) Throwing/Passing Catching Cushioning Running (in different directions/planes)/ Sliding/Glading Static Balances (starting/finishing positions) Kicking Dodging/Jabbing Dynamic Balances (different walks or transitions between positions) Striking Jumping (height/distance) and landing Dribbling Hopping/Galloping/S kipping
Fundamental Sport Skills Possession (O+D) Tempo of Play Space (O+D) FSS Dictating Play Tracking & Pace S/W Analysis & Strategy Risk-Taking and Pressure
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