British Gymnastics Coach Education Programme

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British GymnasticsCoach Education Programme

• Level 1
• Assistant Coach

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Welcome..

• Welcome to cycle 6 of British Gymnastics Coach
  Education Programme
• This programme is also endorsed by UKCC standards

Our aim over the course is to support you in
your learning and development to be the best
level 1 coach you can be!
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Housekeeping

• Tutor Tony Fagelman
• Contact details 07854 807569 tony_at_cangaroos.org
• Course no
• Housekeeping

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What will you be learning
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Your fellow students

• Find someone who you dont know
• Find out the following 4 things about them
• Name
• Occupation
• Trampoline background
• Something about them that is not well known/a
  secret!

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Learning Programme

• Pre-course information
• Course attendance Three days _at_ 6 hours
• Post Course guided learning 6 hours
• Logbook worksheets 3 hours
• Post course home study 4 hours
• Examination preparation 6 hours

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When will I be assessed?
Pre-course information
Assessment Exam Practical Log Book
Supported Coaching Practice
Supported Coaching Practice
Course Day 3
Course Day 2
Course Day 1
Home Study
Logbook
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Post Course Experience and Examination Preparation

• Purpose of post course experience
• Role of the mentor coach
• Completion of the logbook and worksheets
• Format of the examination
• Preparation for the examination

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Qualities Being Assessed

• Safe progressive development
• Assessment of gymnasts ability
• Maximum use of time space
• Observation/correction of faults
• Use of praise feedback
• Evaluation of self/session

• Safety awareness
• Handling/supporting ability
• Gymnastics knowledge
• Organisation of session
• Maintenance of discipline
• Motivation of gymnasts
• Quality of communication skills

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Your aspirations

• What do you want from the course?

TASK In your groups write down 5 aspirational
elements you wish to achieve from the course
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Module Overview

• Day 1
• Module 1 Roles and Responsibilities of a Level
  1
• Gymnastics Coach
• Module 2 Creating a safe and fun coaching
  environment
• Day 2
• Module 3 Observing Gymnasts
• Module 4 Developing skills in Gymnasts
• Day 3
• Module 5 Coaching styles
• Module 6 How do we learn?

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Module 1

• In Module 1 we will..
• Identify 3 key coaching skills to work on
• Discuss coaching responsibilities
• Look at safe Gymnastics Coaching

• In Module 1 Coaches will be able to.
• Identify 3 coaching skills to practise in Day 1
• Identify safety considerations in terms of venue,
  equipment, people activities
• Identify the ethical responsibilities surrounding
  coaching and can demonstrate good practice

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Lets get started

• TASK
• Using the
• Personal Check List for Coaching Skills choose
  three skills you are going to focus on during the
  Modules 1 and 2

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Personal Check List
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Coaching Responsibilities

• TASK
• In groups of 3 or 4, produce a poster to
  illustrate the roles and responsibilities of a
  level 1 Gymnastics Coach
• (you have approximately 10 minutes)

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Ethical Coaching Responsibilities
Health and welfare including child protection
Leading by example (coach-role model)
Ethical Coaching (good coaching practice)
Duty of care
Confidentiality
Equality, including disabilities discrimination
Self evaluation/reflection
Appropriate and positive relationships
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Learning Activity

• In your groups give 6 examples of safety that a
  level 1 Gymnastics Coach should observe at all
  times
• (you have approximately 10 minutes)

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Safety in Coaching

• Providing a safe environment
• Supervising handling, erecting, checking,
  dismantling, storing equipment
• Reporting concerns about equipment
• Personal attire gymnast and coach
• Use of safe recommended supporting and teaching
  methods

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Safety in Coaching contd

• Use of appropriate skill progressions
• Not exceeding coaches level of competence/qualific
  ation
• Reporting accidents/injuries/incidents
• Encouraging behaviour to support safe and
  effective development of participants
• Assisting more qualified staff in
  accidents/emergencies

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What have we looked at so far.
How to build rapport with Gymnasts
Gymnastics Foundation skills
HOW you coach.. Key Coaching Skills
WHAT you coach.. Gymnastics Technical Skills
How to introduce an activity
WHY do we coach that way?
Your selected skills
How to evaluate coaching practice
How to apply basic mechanics to coaching skills
Your aspirations as a coach
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• BREAK

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Module 2

• In Module 2 Coaches will be able to.
• Describe and demonstrate the principles of
  building rapport with a performer
• Plan, introduce and conduct an activity
• Evaluate coaching principles
• Apply basic bio-mechanics to coaching skills

• In Module 2 we will look at..
• The How of working with gymnasts
• The coaching process
• Session planning
• Basic mechanical principles

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The coaching process

• Gather relevant information
• Plan the sessions to meet participants needs
• Deliver the sessions
• Review
• the session
• the participants performance
• your own coaching performance

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Preparing an effective activity

• A good coach will plan and prepare their activity
  prior to the session starting

What is the structure of an effective session?
What things do I need to consider when planning?
TASK In your groups think about discuss the
following questions
Question 1
Question 3
What information do I need in order to be able to
plan?
Why? Whats the point in planning? How does it
help me as a Coach?
Question 2
Question 4
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Planning..tell me again!!
Possible information needed to plan
effectively Age, ability, fitness levels, stage
of development, medical conditions, previous
experience, equipment, group size, focus of
session, time available, my role with my lead
coach in the session
Effective planning preparation
Things to think about.. Intensity, keep all
involved, organising participants, what
coaching skills will I use, how will I check
they have understood MAKE IT FUN!?
Structure of a session Introduction Warm up
physical preparation Skill development and
training Conditioning Cool down and
conclusion Evaluation
Planning helps me as a coach. increases my
confidence, time management, organisation, to
develop my gymnasts effectively
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Dont forget your resource book for ideas
Task Prepare a warm up suitable for the type
of group that you normally work with Your pair
will deliver the warm up at the nextsession?
Keep it safe!
Make it fun!
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Lesson planning
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Lesson planning cont.
Activity Time Progressive stages Eg Seat drop
Organisation/Equipment/Apparatus (include safety
aids, level of supports
Teaching Points Vision, arm action, position on
bed, hip extension
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• BREAK

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Basic Mechanics
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Take-Off

• Time is a major factor
• Take-off is the most important part of any skill
• Without a good take-off, the skill cannot be
  performed correctly

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Flight

• This is 2nd part of any movement using the
  trampoline
• The flight requires control and phasing

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Landing

• Safety is a major factor
• Performer must be in control
• Preparation for next skill

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Newtons Laws of Motion

• 1st Law
• A body will continue in its uniform state of
  motion or rest unless acted on by an external
  force.
• 3rd Law
• For every action there is an equal and opposite
  reaction

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Newtons Laws
TASK Split into your groups and give me some
examples of Newtons 1st law 3rd Law You
have 5 minutes!
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Gravity
Is the force that attracts everything towards the
earth
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Centre of Mass

• The point though which gravity attracts you to
  the earth it operates through a line of
  attraction

Centre of Mass
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Centre of Mass
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The answers
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Movement of Centre of Mass

• Show the position of the CoM in flight

Question How many centres of mass are there
in a body?
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Displacement of COM

• What happens when we displace the Centre of Mass
  outside the body?

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Stability

• Question What positions are we most stable?

Task In your pairs, demonstrate stable positions.
Now show how they can become unstable remember
CoM
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Forces

• Push Pull
• A force is needed to
• Start a motion
• Change the rate of motion
• Change the direction of motion
• Cause motion to stop

• A force that passes straight through the CoM
  makes you move in a straight line

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TORQUE

• The Rotational push or pull
• Caused by a FORCE
• Eccentric or Off-Centre Force also called Torque
• This will always create rotation
• A torque whose line of action does not pass
  through the centre of mass of the body on which
  it acts

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Axis of rotation

• somersault axis
• twisting axis
• side somersault axis

Any rotation can be described using the 3 axis.
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Inertia

• The resistance of a body to change
• Inertia is measured by Mass

Give me 3 examples of a body with inertia
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Moment of Inertia

• The measure of the bodys reluctance to start
  rotating (or change direction) around an axis

LBC
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Conservation of momentum

• Once you have left the trampoline you can not
  create any more rotational energy.
• But you can control the speed at which you rotate

Task In your groups give 3 examples of how you
can control your speed in flight
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• BREAK

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British GymnasticsRoutines, Tariff,Judging
Competitions
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Routines

• Typically a routine will consist of 10 contacts
  with the trampoline
• An out-bounce is permitted
• A routine should flow and not look jerky or
  contrived

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Tips for good construction

• Start with the hardest move first
• The performer is most stable and highest at the
  start
• End with a hard move
• Opportunity to build up to the ending
• Dont put a blind landing within the routine, put
  it at the end
• I.e. a front somersault

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Dos Donts

• Do
• Make it 10 bounces
• Land on feet on 10th skill
• Stop and hold for 3 seconds
• Hardest move first
• Link forward and backward rotation

• Don't
• Put a body landing on the 10th skill
• Use a straight jump
• Repeat skills
• Continue body landings (ie seat to front) it
  reduces height

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Construct a simple routine
TASK From your syllabus moves in your groups of 5
create a 10 bounce routine
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Syllabus moves
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Difficulty Tariff

• Every skill in trampolining is rated for its
  difficulty
• Every ¼ rotation 0.1
• Every ½ twist 0.1
• Every completed somersault 4/4 0.1
• Every completed somersault in piked or straight
  shape 4/4 0.1

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Tariff a simple routine
TASK In your groups of 5 tariff your 10 bounce
routines
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Tariff of Syllabus moves
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Tariff example

• Full Twist 0.2
• 2) Straddle Jump 0.0
• 3) Seat landing 0.0
• ½ twist to seat (swivel hips) 0.1
• 5) ½ twist to feet 0.1
• 6) Pike jump 0.0
• 7) Back landing 0.1
• 8) ½ twist to feet 0.2
• 9) Tuck jump 0.0
• 10) Front somersault (tucked) 0.5
• Total 1.2

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Make it more difficult
Make it easier

• 1) Back somersault (t) 0.5
• 2) Straddle Jump 0.0
• 3) Back ss to seat (t) 0.5
• 4) ½ twist to seat 0.1
• 5) ½ twist to feet 0.1
• 6) Pike jump 0.0
• 7) Back landing 0.1
• 8) ½ twist to feet 0.2
• 9) Tuck jump 0.0
• 10) Front somersault (P) 0.6
• Total 2.1

1) ½ twist jump 0.1 2) Straddle
Jump 0.0 3) Seat landing 0.0 4) ½ twist to seat
0.1 5) ½ twist to feet 0.1 6) Pike
jump 0.0 7) Back landing 0.1 8) to
feet 0.1 9) Tuck jump 0.0 10) Full
twist 0.2 Total 0.7
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Judging

• Judges consider 3 main criteria
• Form
• Control
• Consistency of height

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Form

• All skills should show a defined shape
• Straight, piked or tucked
• All moves should show phasing
• take-off, flight landing
• In all positions except the piked straddle jump
  the feet and legs should be close together and
  the ankles extended
• In the piked straddle jump the feet should be at
  least shoulder width apart and at an angle with
  the body of less than 120
• The pike jump is the same as straddle but with
  legs together
• In the tuck position the hands should grasp the
  legs just below the knees
• The head should be in natural alignment
• The arms should be straight and held close to the
  body whenever possible

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Control

• All skills in the routine should be performed on
  or close to the centre of the bed, and within the
  metre box
• Deductions are made for moving end to end (travel
  gain) or side to side (cast).
• If the movement is excessive and outside of the
  metre box, the deductions should also be harsh

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Consistency of height

• All skills should be performed at or near the
  same height
• Marks are deducted for variation is height
• Allowance should be given for the inevitable loss
  of height resulting from body landings

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Competitions

• Competitive trampolining is a method of measuring
  the performance of trampoline gymnasts
• There are varying levels of competition
• Competitors are judged on their performance by
  judges
• The competition takes into account the judges
  marks for form and the difficulty tariff of the
  routine

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Prepare the path

• Have a 11 meeting with your mentor
• Discuss YOUR and THEIR responsibilities
• Agree a third party who will oversee the logbook
• PLAN the set task evaluations according to your
  club sessions

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The candidate

• Is responsible for planning the necessary
  training
• Must bring the logbook to all sessions
• Must be ACTIVE in seeking support

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The Mentor

• Directs the plan
• Makes opportunities for the candidate to complete
  the tasks
• Carries out two formal evaluations

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The Others Other qualified coaches, committee
members, welfare officer..

• Can check the logbook each week to ensure that it
  is being filled out
• Can help with the session planning tasks
• Can sign for certain tasks according to their
  qualification and with the prior agreement of the
  mentor
• Can give direction to the candidate

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Make Life Simpler for your Mentor

• Look at the set tasks
• Fit them into a planned progression for yourself
• Make sure that you are providing a benefit to the
  club during the mentoring process
• Keep signing the Learning Hours sheet as you go
• Date all entries

• Make sure you present your session planner before
  your observed session
• Agree a time when you will teach a session
• Carry out a self-evaluation
• Check the mentors evaluation of themselves and
  you
• Make an action plan for the next observed session
  
• Repeat this process about 2 weeks later

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Things to remember

• The designated time is not all 11
• Nor is it all led by the mentor
• It should usually fit within the normal club
  activity
• You may be charged for the mentoring sessions if
  you have a mentor from another club
• The CANDIDATE is responsible for completing the
  logbook, other than the evaluation sheets
• Other people within the club can assist

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Evaluate Day 1

• Have a think about what you have learnt
  todaycomplete your self assessment form
• What have you thought about day 1?.Please
  complete your course evaluation form
• Any questions?
• Things to practise..
• Well done!!

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LTAD and Qualifications Pathway