Coaching Children and Young People

1
Coaching Children and Young People

• sports coach UK
• Develop Your CoachingWorkshop

2
Workshop outcomes

• By the end of the workshop, coaches should be
  able to
• establish safe and effective coaching
  environments to meet the needs of children and
  young people
• describe the LTAD model
• identify the critical periods of trainability
  within the LTAD model
• describe the acquisition of skills as children
  develop
• modify coaching to meet the needs of children and
  young people

Coaching Children and Young People
OHT 1
3
Information required

• Social/psychological factors
• motivation, needs, ambitions, attitudes,
  behaviour
• Physical factors
• ability, fitness, stage of physical development
• Skill factors
• stage of motor development, information
  processing

Coaching Children and Young People
OHT 2
4
Principles of coaching children and young people

• Make it fun
• Avoid specialising too early
• Put performer first

Coaching Children and Young People
OHT 3
5
Principles of LTAD

• Athlete-centred
• Promote long-term participation
• Maximise full potential

Coaching Children and Young People
OHT 4
6
LTAD modelStage 1 FUNdamentals
Age Key Points
6-8 (girls)/ 6-9 (boys) Performers need to sample wide range of fun and creative activities No sport-specific specialisation Emphasis on development of basic motor skills, not competition Parents involved and supportive Tasks/groups set by biological rather than chronological age Speed, power and endurance developed using fun games No periodization
Coaching Children and Young People
OHT 5
7
LTAD modelStage 2 Learning to Train
Age Key Points
8-11 (girls)/ 9-12 (boys) Performers begin to apply basic skills and fitness to preferred activities Performers begin to reduce number of sports/activities Emphasis on learning how to train, not on outcome, but element of competition introduced (eg 25 of training programme)
OHT 6
8
LTAD modelStage 3 Training to Train
Age Key Points
11-14 (girls)/ 12-15 (boys) Individualised programmes based on PHVs Teams split into groups of early, average and late maturers Girls and boys may begin to train separately Regular height checks to identify key periods for maximum training benefit and avoid injuries Regular medical monitoring and musculo-skeletal screening Excessive, repetitive, weight-bearing aerobic work should be avoided non-weight-bearing exercises recommended
OHT 7
9
Summary of LTAD

• Acknowledges different development rates
• Development of individual programmes
• Uses critical periods of trainability

Coaching Children and Young People
OHT 8
10
Developing skill

• Recognising
• ability to process information
• reaction time (neural development)
• body control
• coordination

Coaching Children and Young People
OHT 9
11
Stages of learning
Stage 1Cognitive Stage 2Associative Stage 3Autonomous
Children just getting to grips with how limbs coordinate to perform action Children now have to think less about movement and can shift attention to adapting movement to conditions Children have mastered full movement it is consistent, dynamic and fluent
Coaches should encourage performers to focus on external cues relating to outcome rather than process Coaches should provide good, effective feedback to help children alter movements Coaches should delay feedback to allow children to identify and correct own errors
Coaching Children and Young People
OHT 10
12
Physical literacy

• ABCs
• Agility, balance, coordination, speed
• RJT
• Run, jump, throw
• KGBs
• Kinesthesia, gliding, buoyancy, striking
• CPKs
• Catching, passing, kicking, striking

Coaching Children and Young People
OHT 11