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Assignment 3: applying and reviewing coaching practice
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- PEARSON (PEARSON)
Assignment 3: applying and reviewing coaching practice Grade: distinction Module: coaching for performance
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Coaching assignment 3Session plan 1:
Screenshot of session plan…
Lack of equipment- If there is a lack of the correct equipment, the student may have to
participate from the side. For example, if there’s an odd number of students, the team will
be uneven meaning that one person may have to take part at the side. This may include
being in charge of instructions or blowing the whistle to show when the game starts or even
being the judge of which team won. To make it fair everyone will have a go at being in
charge, so no one feels left out.
Not correct attire- If a student isn’t wearing the correct attire, then they may be asked to
take part from the side-lines. They will do this by helping set up, being in charge of
instructions, using the whistle or joining in when a more stationary game is played. They
may help with instructions by saying ‘GO’ or ‘FREEZE’. An example of this may be during the
match the student may be asked to help referee the match which would include spotting if
the ball goes out and which team will get a throw in/goal kick/corner. This is because the
lack of attire ruins the possibility for the student to learn in a safe environment. For
example, wearing jeans and not PE kit restricts safe/smooth movement of any player in any
sport, this may lead to injuries.
Injuries- Injured participants will only be included when the session causes no risks to them.
They will also participate from the side-line but with much more of an inclusive role like
kicking/passing back the football when it comes directly towards them and do not require
them to run or reach for them. If this is too intensive and cannot be achieved for some
participants, for example, those on crutches, they may be asked to assist the coach/us. An
example is in a football game, they might be asked to oversee areas where we cannot
observe.
Health and safety- The playing area will be heavily inspected by myself and the others in my
group before the session is to begin. However, if there are any risks such as sticks or
branches on the playing area, the participants will be moved from the area, and it will be
removed to reduce any risk of harm. Further on into the session, all risk causing equipment's
will be safely placed and moved away from the playing area. For example, the passing drill
requires the use of footballs. After this is completed, the footballs will be packed back to
stop participants from getting hurt as well as stop any distractions for the session to
progress effectively. Another health and safety risk to be considered is poorly conditioned
, students. Therefore, the participants should be given the right amount of time to stretch
and warm up for the session. The participants need to be further adjusted to the session so
an easy warm-up game should be used as a starter. For example, in our session the warmup
is stretching and doing a lap of the playing area.
Our session included 10 participants between the age of 8-10 with mixed ability levels. The
session was performed on a playground area. Performing our football session in such
environment increases factors that are detrimental when playing like the weather (rain). It
also increases the distraction of participants.
Before the session we had to change it when we arrived as there weren’t enough football
for every child to have one for the shooting drill. We also had no cones (only enough for the
goals for matches) for the noughts and crosses game, there were no bibs either so we
couldn’t do that drill. Instead we did a reaction game where the footballers get into fairs
and stand opposite each other with a football in between them. We then told them to touch
their shoulders/head/toes or knees and then we said go and the first out of the pair to
touch the football or cone gets a point. The first to 5 points wins. This is a strength of the
session as it shows how we can have a backup plan and come up with games when one
can’t be completed, allowing the session to still be effective and delivered properly.
The speed in our session served as both a weakness and a strength. Due to the lack of
confidence and fumbling of words, the explanations of the drills weren’t quick or explained
properly leaving the children confused, this leaves the students not understanding the drills
fully and leading to us wasting more time explaining to each pair/ person individually during
the drill. However, this can be manifested as a strength as drills were deeply explained to
satisfaction, allowing the participants to play to the highest of their abilities and
understanding the instructions and rules of the certain drill even though it wasted more
time. For improvement in the next coaching session, I will deliver more in-depth
explanations on the drills, granting me more time to give demonstrations or visual guidance,
therefore giving the participants of more logical understanding of the instructions, rules and
what must be done. Doing this ensures that the participants practice the drills safely
especially with equipment's such as footballs. Another method of improvement is taking
leadership. For example, when getting the participants into groups or giving partners,
allowing more time for the following drills. I could take leadership by choosing the pairs
myself leaving us with more time instead of wasting time by letting them choose their pairs.
Some of the intended outcomes and objectives were not completed in the coaching session.
The ability to shoot on target and being able to receive a pass (from the coach) then shoot
was not practiced due to the lack of time. For improvement, drills will be timed and played
to the time instructed.
Another weakness possessed in my session was the lack of athlete monitoring. I only helped
a couple of pairs during the passing drill. This allows the other participants to practice wrong
techniques and increases the rate of health and safety risks. Therefore, defeating the
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