Lets Ride Cycling Community Initiation Introduction NCCP Coaching

Let’s Ride! Cycling Community Initiation

Introduction

NCCP Coaching Streams and Contexts Competition Introduction Community Initiation Let’s Ride! Instructor Beginner Ready to Race! 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 6 a: Skills Development (25 min) � Lunch � Step 6 b: 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 hwenger 04

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 Decision. Making 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

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 High PARTICIPANT PROFICIENCY LEVEL

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 GAP 1. Equipment A. Equipment Issue FIT / TUNING 2. Environment B. Environmental factor – Weather / lighting 3. Affective C. Fear or Hesitation D. Not motivated or not interested 5. Physical / Motor 6. Tactical 7. Technical E. Lack understanding or player confused Adjust task demands Repeat task/activity Adjust progression Adjust speed or timing or intensity F Too much information or information overload Adjust work to rest ratios, and / or Intensity (Workload) G. Lack Concentration or poor arousal control Help or reassure H. Difficulty reading / recognizing cues 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 CAUSE 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

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