Ready to Race! Introduction to competition. Coach Portfolio

Transcription

1 Ready to Race! Introduction to competition Coach Portfolio

2 Canada s Cycling Associations

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4 Unless otherwise indicated, images and pictures contained in this document are the property of HEMERA TECHNOLOGIES INC. They are used under license and are copyrighted. Some images contained in this document are the property of CARDISPORT and are copyrighted. This document is copyrighted by Cycling Canada (2008) and Coaching Association of Canada (2003) and its licensors. All rights reserved. Cycling Canada thanks the following for their contribution to this project: CC NCCP Working Group- Brendan Arnold, Stephen Burke, Lister Farrar, Andy Holmwood, Paul Jurbala, Ruth Schappert, Gerard Lauziere (CAC). Project Leader- Paul Jurbala, communityactive 2

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6 Ready to Race! Cycling Introduction to Competition Welcome to Ready to Race! Ready to Race! Cycling Introduction to Competition is the National Coaching Certification Program context for coaches who will primarily work with new competitive cyclists at the community and club level. These athletes will likely be in the Learn to Train to Train to Train stages of LTAD, although the context could apply to any new racer of any age. We expect these athletes to have basic but developed cycling skills and the desire to begin competing within a structured training and competition program. They should have passed through an entry-level Community Initiation or noncompetitive Instruction program to help them develop the basic skills. This Portfolio is part of a set of learning materials including Workbooks and Reference Materials. You will find more information about the program and its learning objectives in those materials. Evaluation of the Cycling Introduction to Competition Program Evaluation of coach competence against a set of pre-determined standards is a key component of the new NCCP. All coaches must successfully complete evaluation in order to become Certified. Generally, workshops and modules are delivered by a Learning Facilitator while evaluation is conducted by a trained Evaluator, who is a different person. However, in the case of the Skills Modules the Learning Facilitator will deliver assessment and feedback (see below). In general, to achieve a learning Outcome, coaches must meet specific Criteria. Standards are used in the evaluation to determine the level to which the coach displays competence in meeting the Criteria. Coaches may be graded 1 (does not meet Minimum Standard), 2 (meets Minimum Standard) or 3 (exceeds Minimum Standard). There are several types of evaluation activities in the Cycling Introduction to Competition program. These are: Make Ethical Decisions On-line Evaluation: This component is managed by the Coaching Association of Canada as an on-line evaluation. It is required. The coach should complete this evaluation after the Cycling Introduction to Competition Part A workshop. Formative Assessment: The coach will complete a variety of tasks including preparation of a portfolio of work. This will primarily include written work, such as preparation of plans or answers to scenario questions. After the workshops an Evaluator will assess this work and provide constructive feedback. This is an assessment, not an evaluation, and is intended to support the coaches learning. Basic Cycling Skills and Skills and Tactics Modules: The performance of the coach in observing, analyzing and teaching skills and detecting and correcting errors in skills and tactics will be assessed by the Learning Facilitators of these modules, and the coach will receive constructive feedback at or following the Module. 4

7 Summative Evaluation: The final evaluation of the coach will involve seeing the coach in action and measuring his/her performance against the standards. This will occur at an event scheduled by your Provincial/Territorial Cycling Association. For more information on evaluation of the program, contact your Provincial/Territorial Cycling Association. Using the Portfolio This Portfolio is a key component of the Ready to Race! Cycling Introduction to Competition program. It is the place where you will build a number of useful tools for coaching, such as an Athlete Profile, Training Plan, etc. It is also essential for evaluation of your progress. If you plan to become a Certified Coach, the Portfolio must be assessed by a program Evaluator. We therefore recommend that you: Fill out your contact information immediately at the front of the Portfolio; Bring the Portfolio to every Workshop you attend- you will be asked to use it at each Workshop; Certain worksheets in the Portfolio are marked TrBasics (Training Basics), TrToRace (Training to Race), BCS (Basic Cycling Skills) or S&T (Skills and Tactics), to indicate at which point in the program you should complete the sheet. See the Workshop Workbook for instructions. Other sheets are marked for use by the Evaluator only. These sheets will be used to provide you feedback on your progress. Keep the Portfolio safe and back up your work regularly, by photocopying newly completed work, or transferring work to an electronic version of the Portfolio. If you lose the Portfolio you will be required to re-create all the work in it for assessment. As you advance through the Workshop, this Portfolio will be used to capture your ideas and answers to a number of questions. The following symbols appear in the Coach Workbook and the Reference Materials, to help you find resources. These are also colour-coded to assist you: Coach Workbook Reference Material Action Card Portfolio Evaluation Form Enjoy the Program! 5

8 This Portfolio Belongs To: Coach Name: Address: City: Province/Territory: Postal Code: Phone: (home) (cell) NCCP number: Please keep your Portfolio: NEAT ORGANIZED COMPLETE Thank you! 6

9 ATHLETE PROFILE SNAPSHOT Provide a brief summary of your athlete (real or imaginary) to use as the case study for your Ready to Race Workshops. Name: Age: Sex: Main cycling event: Started cycling years ago/started bicycle racing years ago Experience in other sports: Best competitive results, last 3 years (any sport): Main performance (result) goal for coming year: Current strengths ( is best at ): Current weaknesses ( is worst at ): Any obstacles to training and racing? (i.e. other scheduled events, work/school schedule, equipment or facility limitations, etc.) 7

10 ATHLETE PROFILE (This is a more detailed version of the previous sheet. For the purpose of the Workshop, it is not recommended to fill in personal information about a real athlete. You may use fictitious information or leave these areas blank.) Name: Date: Address: Phone: Cell: Date of birth: Height: Weight: Max. heart rate/highest observed recently: Medical conditions, allergies, etc./last check-up: Main events competed/interested in: History in other sports: Previous Results: (list 3-5 best performances ever) Last years' results: (best 3-5) What were your performance goals for this season? 8

11 List a current in-season training schedule for one typical week: List a winter/summer training program for one typical week: What in-season activities do you prefer? (specific training types which worked well for you, groups available to train with, etc) What fall/winter training activities do you prefer? (Running, skiing, etc; list also any opportunities, groups you train with, etc) Do any work, family or other commitments restrict training duration or schedule? Do you have: - access to weight training facilities? What type? - a bicycle trainer? Which type(s)? - a heart rate monitor? - any other useful training facilities/equipment? 9

12 DEMANDS OF YOUR CYCLING DISCIPLINE OR EVENT Discipline/event: Speed Physical ability Speedendurance Aerobic power Aerobic endurance This means the ability to Perform quick movements or cover a given distance in the shortest possible time (e.g., all-out efforts lasting up to 8 seconds) Sustain efforts at near maximum speed for as long as possible (e.g., very intense efforts lasting between 10 and 60 seconds) Sustain a maximum dynamic effort over an extended period of time (e.g., efforts lasting longer than 3-5 minutes) Sustain a very long duration, moderate dynamic effort over a period of hours. Actions or situations in my event that require this ability Importance in my event (low, med, or high) ( ) Low ( ) Moderate ( ) High ( ) Low ( ) Moderate ( ) High ( ) Low ( ) Moderate ( ) High ( ) Low ( ) Moderate ( ) High Maximum strength Speedstrength Strengthendurance Flexibility Make a muscle or muscle group generate the highest level of tension during a maximum contraction, regardless of its length Perform a muscle contraction or overcome a resistance as fast as possible (normally very brief efforts of 1 or 2 seconds or so) Perform repeated muscle contractions at intensities below maximum strength (15 to 30 repetitions or more) Perform movements of large amplitude at a joint, without sustaining an injury ( ) Low ( ) Moderate ( ) High ( ) Low ( ) Moderate ( ) High ( ) Low ( ) Moderate ( ) High ( ) Low ( ) Moderate ( ) High 10

13 Motor Abilities Motor ability Coordination Balance This means the ability to Perform movements in the correct order and at the right time Achieve and maintain stability, or keep control of the body during the execution of movements Actions or situations in my sport that require this ability Importance in my sport (low, med, or high) ( ) Low ( ) Moderate ( ) High ( ) Low ( ) Moderate ( ) High Tactical ability Ability Decisionmaking This means the ability to Analyze a situation and produce a correct response, i.e. one that gives a competitive advantage and/or increases the probability of a good performance Actions or situations in my sport that require this ability Importance in my sport (low, med, or high) ( ) Low ( ) Moderate ( ) High 11

14 Wrap-up Cool-down Main part Warm-up Intro TrBasics Cycling Practice Session Plan Date: Location: Time: Goal(s): Key messages/safety points: Include general and specific warm-up exercises. Key messages/safety points: Description: Demonstration Plan: Teaching Points: Activity Plan for Group: Progressions: Observation plan: Detect and correct: Key messages/safety points: Key messages/safety points: 12

15 TrBasics Emergency Action Plan Number Card Site Address: Location of Phones: Site Phone Numbers: Telephone Number: Emergency: Ambulance: Charge Person: Police: Call Person: Fire: Hospital: Doctor s Office: Details of Location: (To be read over phone to emergency dispatcher) Note: If you dial 911 from a cell phone, you may not get the closest 911 operator, depending on cell phone coverage. There may be a time delay to transfer you to the closest operator. 13

16 TrBasics EMERGENCY ACTION PLAN (EAP) WORKSHEET 14

17 TrBasics Athlete Pre-Race (Day Before) Plan List the athlete s activities in sequence. Include all forms of preparation- Physical, Technical/Tactical, Sustenance (nutrition, rest, recovery), and Mental. Also include important day before activities such as organizing and equipment preparation. Night (20:00 on) Evening (17:00-20:00) Afternoon (12:00-17:00) Morning (waking to 12:00) 15

18 Preparation for Race Arrival at Race Travel to Race TrBasics Athlete Race Day Plan List the athlete s activities in sequence from earliest, up to race start time. Include all forms of preparation- Physical, Technical/Tactical, Sustenance (nutrition, rest, recovery), and Mental. Also include important race day activities such as organizing and equipment preparation. 16

19 TrBasics Plan for Introducing Athlete With A Disability Use this sheet for planning how to introduce an athlete with a disability to your club or team. Be sure to include introduction of athlete to team, of team to athlete, and any modifications needed to equipment or activity. Introduction: Athlete to Team Introduction: Team to Athlete Modifications to Equipment or Activity: Other: 17

20 TrBasics Team Planning Worksheet Use this sheet to create one of (a) athlete selection policy OR (b) team project (competition) travel plan OR (c) team training camp plan. Include all information as though you were providing this to an assistant for them to use as instructions. Use additional sheets as needed and insert them into your Portfolio. 18

21 ASSESSMENT For Evaluator Use Portfolio TrBasics Assessment Sheet (Sheet A1) Coach: Evaluator: Date: Criteria I II III Practice Session Plan - Activities I- Coach includes less than 4 of warm-up, technical, tactical, physical training, cool-down. I- Coach does not include plan to consistently position him/herself for effective observation of session. II- Coach has detailed plan which includes at least 4 of warm-up, technical, tactical, physical training, cool-down II- Training session plan appropriate for athlete age/stage/experience (conforms to LTAD model) II- Coach chooses appropriate terrain/situations to make learning and training effective. II- Coach includes observation and intervention plan for consistent, effective session control & assistance to athletes II- Coach checks for in-training (eg on-bike) athlete nutrition, hydration needs and can list appropriate needs based on training volume, intensity, environment III- Coach has detailed training plan including at least 4 of warm-up, technical, tactical, physical training, cool-down and can adapt or modify it for changing circumstances and athlete needs (identifies options) III- Coach identifies multiple means of observing session and intervening with athletes to enhance learning; intervention techniques are age/stage appropriate III- Plan includes innovative elements which present practice in a creative, engaging way. Practice Session Plan - Logistics I -Plan has a basic structure, but does not clearly identify main segments or time line of practice. I -Practice plan goals and objectives are vague and not clearly identified. II- Coach includes checks for course/equipment safety. II -Practice plan has a clearly identified goal that is consistent with LTAD growth and development principles. II -Duration of the practice and each practice segment are identified on a timeline. II -Plan includes a list of key factors or teaching points that relate to the overall goal. II- Plan includes all key messages and safety points for each part of the practice. II -A list of key factors or teaching points is provided for each activity. III- Plan includes all elements and is exceptionally well-detailed and practical III- Coach is pro-active in recommending in-training (eg on-bike) athlete nutrition, hydration needs, lists appropriate needs based on training volume, intensity, environment, and can suggest adaptations for changing circumstances. Emergency Action Plan I-Coach is not able to present an emergency action plan. II-Coach is able to present an emergency action plan with some (3-4) of the following critical elements: (a) Locations of telephones are identified (cell or land lines); (b) Emergency telephone numbers are listed. (c) Location of medical profile for each athlete under the coach s care is identified (d) Location of fully-stocked firstaid kit is identified. (e) Advance call person and control person are designated. (f) Directions to reach the site. III- Coach is able to present EAP with all of the critical elements. III- EAP is adaptable to real-world situation (eg cell phone, access to transport for injured athlete) Athlete Pre-Race (Day Before) and Race Day Plans- Nutrition/Hydration I Coach is not aware of correct nutrition and hydration strategies OR has basic awareness of basic nutrition/hydration strategies but does not apply them consistently. II- Coach has awareness of correct basic nutrition/hydration strategies and applies them consistently. II- Coach can adapt hydration strategy to most event durations and environmental conditions. III- Coach can adapt nutrition/hydration strategy to individual athlete needs and preferences. III- Coach can adapt nutrition/hydration strategy to a wide range of event durations and environmental conditions. III- Coach uses experts (nutritionist) to assist in preparing athletes & plans. 19

22 ASSESSMENT For Evaluator Use Portfolio TrBasics Assessment Sheet (Sheet A2) Coach: Evaluator: Date: Criteria I II III Athlete Pre-Race (Day Before) and Race Day Plans- Intervention/Communication I -Coach provides athletes with basic information that identifies what they need to improve performance. I -Coach gives frequent motivational or directional prompts before the competition or between competitive events. I -Coach meets with athletes after the competition to provide encouragement and reinforce achievement. Interventions are coach directed and tend to be non-specific or vague. II -Coach is positive and provides athletes with basic age/stage-appropriate information that identifies what and how to develop greater performance. For example, coach gives basic strategic information and provides ways in which to achieve successful performance during the competition or between competitive events. II -Coach makes sure athletes are focused on the task, not the result. II -Coach meets with athletes before the competition to review competitive objectives and obtain feedback from athletes. Interventions are less coach directed and obtain feedback to empower athlete to make successful performances. III -Coach uses interventions that provide strategic information (event specific), manage athletes, make adjustments for equipment (fine tuning, etc.), or implement mental strategies (arousal control). III -Coach assesses the timing and interventions (or decisions to not intervene) made before the competition as appropriate to the sport and can justify which interventions may be repeated or modified in the next competition situation. Interventions are more complex and are directed with the aim of empowering athletes to achieve successful performance. Introducing Athletes With A Disability I Coach cannot identify or identifies only a few of common concerns of persons with disability re sport participation. I Coach cannot identify or identifies only a few of barriers commonly faced by AWAD. I Coach cannot correctly define Awareness and First Contact phases. II Coach correctly identifies most common barriers to participation, concerns of AWAD and can define Awareness and First Contact phases II Coach can construct a simple plan for introducing a person with a disability to an able-bodied cycling club. III Coach can identify several key resources and organizations to assist in coaching and supporting AWAD. III Coach has basic understanding of classifications/divisions for cyclist AWAD. Team Planning Worksheet (Select appropriate criteria based on assignment done) I -Coach provides a basic schedule of competition and training commitments to athletes and key stakeholders. I -There is limited use of communication tools or other forms of program information. II -Coach clearly identifies expectations for behaviour and commitment and identifies appropriate consequences. II -Coach facilitates logistics for away competitions or camps (travel arrangements, safety and security, food, etc.). II -Coach works with program volunteers and administrators to prepare budgets and other financial logistics. III -Coach can present written criteria for selection of athletes to competitions or specific competitive events. III -Coach delegates activities appropriately to assistants and acknowledges their ideas and input into the program, III -Coach demonstrates ability to work with other coaches or assistants using optimal leadership qualities. III- Coach integrates a wide range of concepts and resources into planning, such as EAP, athlete training plans, LTAD, sport science/medicine, etc to create optimal plans. 20

23 TrToRace Weekly Training Plan Worksheet #1 Athlete: Week # of the program Event: Total hours available: Key Performance Factors to prioritize 1- % of total time for each KPF (must add to 100%) Appropriate training methods (all KPF) and practice conditions or venues (sport-specific elements only) # Sessions and Time allocated per KPF sessions/week x Conditions: minutes/session = h : min 2- sessions/week x Conditions: minutes/session = h : min 3- sessions/week x Conditions: minutes/session = h : min 4- sessions/week x Conditions: minutes/session = h : min 5- sessions/week x Conditions: minutes/session = h : min = 100% Total training hours required during the week (round off): Can the athletes train certain KPF individually, outside training sessions, or before or after the sessions? Is it possible to combine the training of certain KPF during training sessions? 21

24 Saturday Friday Thursday Wednesday Tuesday Monday Sunday TrToRace Microcycle (Weekly) Plan Sheet Use this sheet to prepare a detailed plan for your athlete for one week. Include details of all training and competition activities. 22

25 TrToRace Microcycle (Weekly) Modifications Describe how you would modify the microcycle plan on the previous page to meet the following scenarios. Athlete has caught a cold. Athlete has a sprained ankle Athlete has a change of work/school schedule and cannot train Tuesday or Thursday. 23

26 Very Important, Important Or Moderately Important Physical Performance Factors ( ) Maximal Speed Setting Training Plan Objectives Worksheet Column 1 2 Column 3 Column 4 Column 5 Objectives End of Objectives End of General Prep Phase Specific Prep Phase (by date: ) (by date: ) ( ) Speed-Endurance ( ) Aerobic Endurance Objectives End of Comp Period (by date: ) ( ) Aerobic Power ( ) Maximum Strength ( ) Speed-Strength ( ) Strength-Endurance ( ) Flexibility Motor and Skill Performance Factors ( ) Basic Skill Techniques ( ) Variations of Basic Skill Techniques ( ) Advanced Skill Techniques Mental Performance Factors ( ) Goal-setting ( ) Decision-Making ( ) Attention control (focus) ( ) Emotional control ( ) Tactics & Strategy (Competition Plan) In columns 3, 4 and 5, use the following options to define your objectives: Physical Performance Factors: Development (try to improve) or Maintenance (keep at same level) Motor/Skills and Mental Performance Factors: Acquisition (patterning movements, learning), Consolidation (correct execution in variable conditions) or Refinement (minor improvements). 24

27 25 Part B: Yearly Planning Instrument Goals/Objectives for Year: Athlete: Level: Date: Dates Events Months Week Date Competitions Training Physical Prep Periods Phases Macro Micro Aerobic Anaerobic Speed Strength Power Flexibility Skill Develop Testing Mental Prep Peaking Index

28 26 Part B: Yearly Planning Instrument Goals/Objectives for Year: Athlete: Level: Date: Dates Events Months Week Date Competitions Training Physical Prep Periods Phases Macro Micro Aerobic Anaerobic Speed Strength Power Flexibility Skill Develop Testing Mental Prep Peaking Index

29 TrToRace Pre-competition Plan Checklist Name: Based on your best past performances and what you think will work best for you, list activities, thoughts, and mental images to use in the period just before the start of each event (30-60 minutes). Physical Warm-up How you will feel physically (result) Mental warm-up How you will feel (result) Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 27

30 TrToRace Pre-competition Plan- Sequence Name: List the sequence of events in your pre-competition plan. Begin when you wake up in the morning, when you arrive at the race site, or whatever seems appropriate for you. Using the items listed on the previous sheet, write out the sequence of your plan being as specific as possible (eg say, "warm up on bike; 5 min spin low gear, 5 min medium gear, then 3 to 5 short sprints" rather than just "warm up"). What you will do (physical and mental): When (# minutes before start): First: Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 28

31 TrToRace Competition Focus Plan Name: Think about the things you want to focus on as the race develops, based on your own experiences. List these and cue words you can use to remind yourself. For example, you may feel you lead too much, are too passive in the pack, forget to eat/drink, etc, etc; what cue words will help you do the right thing at the right time? Phase Important race situation Your preferred response Cue word to create response Start Mid-race Finish Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 29

32 TrToRace Refocusing Plan Name: How would you like to react in the following situations? List very specifically what you would do physically and mentally in these situations. (Not all situations are applicable to all cycling disciplines.) Situation: What you will do: Problem before the start Poor weather or course conditions Delay at the start Poor start Loss of ideal focus in event Tactical mistake Puncture/crash (must chase to get on) Poor performance (not going well) in first 1/3 of race Poor overall performance Other Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 30

33 ASSESSMENT For Evaluator Use Portfolio TrToRace Assessment Sheet (Sheet B1) Coach: Evaluator: Date: Criteria I II III Weekly Training Plan Worksheet #1 and Microcycle Plan Sheet- Design I- Coach prepares microcycle plan which respects less than 70% of requirements for volume, intensity, duration, frequency for the given LTAD age/stage I- Microcycle plan has limited variety of training activities II- Microcycle plan respects 70-90% of requirements for volume, intensity, duration, frequency for the given LTAD age/stage II- Microcycle plan has good day-to-day alternation of volume and intensity and includes varied training methods II- Microcycle plan includes sufficient rest III- Microcycle plan respects 90%+ of requirements for volume, intensity, duration, frequency for the given LTAD age/stage III- Microcycle plan has excellent alternation of volume, intensity and rest and uses varied, interesting training methods Microcycle Plan Sheet- Adaptation (Scenarios) I- Inadequate response to scenario- does not recognize need for adaptation or adaptation is insufficient or excessive II- Makes appropriate adjustments to volume, intensity, duration, frequency in response to scenario III- Makes comprehensive adjustments to program in response to scenario, is able to monitor athlete performance to judge when return to initial program is possible. Setting Training Plan Objectives Worksheet and Annual Training Program Design I - Coach does not identify/allow for athlete stage of development and/or LTAD windows of trainability. I -Coach does not calculate the ratio of training-to-competition opportunities within the seasonal program OR coach does not compare training-to-competition ratios to CC LTAD model. I -Coach does not present any strategies or solutions to assist in aligning training to-competition ratios to NCCP or CC long-term athlete development (LTAD) norms. II- Program has appropriate major phases (GPP, SPP, CP, Transition) and seasonality for athlete/discipline. II -Coach calculates the ratio of training-to-competition opportunities within the seasonal program. II -Coach identifies whether there are adequate training and competition opportunities for developmental potential based on LTAD model. II Coach identifies stage of development and LTAD window of trainability for athletes and uses these measures to direct some training and competition elements. II - Program demonstrates understanding of alternation of volume, intensity to achieve peaking (single peak plan). II -Coach correctly identifies major issues within the annual program (e.g. weather, life events, training camps, competitions) and presents realistic solutions that are consistent with CC LTAD model. III -Coach systematically addresses key program variables that represent obstacles to athlete long-term development in order to consistently achieve an appropriate training to competition ratio and address LTAD windows of trainability. III Coach selects optimal competition types to achieve training and development as well as competition outcomes of program appropriate to LTAD stage. Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 31

34 ASSESSMENT For Evaluator Use Portfolio TrToRace Assessment Sheet (Sheet B2) Coach: Evaluator: Date: Criteria I II III Monitor and Report on Athlete Progress (Annual Training Plan) I -Assessment of performance is vague and unclear. There is limited documentation on athlete progress within the program OR assessment is anecdotal or subjective and does not clearly identify key performance factors or areas for improvement. II -Coach presents basic individual athlete assessment plan that identifies key performance factors and recommends areas for improvement. II- Assessment is evidence-based (objective criteria are used, e.g. test results, times, etc) II- Assessment is age/stage appropriate (i.e. use of fields vs lab tests, appropriate frequency of testing, etc per CC LTAD guidelines). III - Coach tracks specific athlete performance factors over an extended period of time (e.g., one season) and can clearly identify athlete progress. III - Evidence for the assessment includes multiple objective indicators of performance clearly related to athlete goals (e.g., fitness testing results, training loads or volumes, etc.). Mental Preparation I- Coach cannot identify consequences of attention or arousal control or identify athlete need based on indicators of lack of control. I- Coach identifies need but does not select age/stage-appropriate strategy for pre-competition and in-competition mental preparation. II- Coach identifies need correctly (attention and/or arousal control) and creates basic plans. Plans are generally age/stage appropriate but lack detail or specificity to discipline. II- Plans tend to be coach-centered (i.e. plan may not work effectively if coach is not present to support athlete). III Plans are highly detailed and specific to age/stage of athlete and discipline. III Plans are designed to empower athlete to manage attention/arousal control issues effectively when coach is not present. III- Creative, innovative means are used to make mental preparation highly age/stage and individual athlete-specific and effective. Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 32

35 BCS, S&T Cycling Skill Planner Use this sheet to plan a skill development session. Skill: Describe the skill: Set-up and Equipment: Teaching Points: Demonstration Plan: Progressions: Activity Plan for Group: Errors and Corrections: Observation Plan: Summary/Wrap-up: Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 33

36 S&T Cycling Tactics Planner Use this sheet to plan a tactics development session. Tactic: Describe the tactic: Set-up and Equipment: Teaching Points: Demonstration Plan: Progressions: Activity Plan for Group: Errors and Corrections: Observation Plan: Summary/Wrap-up: Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 34

37 ASSESSMENT For Evaluator Use Portfolio BCS/S&T Assessment Sheet (Sheet C) Coach: Evaluator: Date: Criteria I II III Cycling Skills Planner Sheet- Design I Coach does not organize facility and equipment consistently to maximize learning and minimize safety concerns. I Coach provides vague description of skills and cannot demonstrate them adequately. I Coach does not explain relationship of skills to race situations ie, their tactical use. II Coach organizes facility and equipment to maximize learning and safety. II Coach provides clear description of the elements of each skill, broken down using 3- or 5-phase skill analysis. II- Coach plans for and provides a clear demonstration (by coach or other) of each skill. II Coach relates most skills to a tactical (race) situation, explaining when to use each skill. III Coach is highly organized, has prepared skill analysis checklist, etc. III Coach utilizes additional methods to engage learners in skill development (games, adaptations, etc) III Coach uses multiple methods to teach skills based on varying athlete learning styles (visual, kinesthetic, etc) III Coach helps athletes integrate multiple skills and relates this to race (tactical or strategic) situations. Cycling Tactics Planner Sheet- Design I Coach is not aware of stage-appropriate strategies and tactics OR coach has basic awareness of appropriate strategies and tactics but does not apply them consistently. I Coach does not organize facility and equipment consistently to maximize learning and minimize safety concerns. II- Coach can select appropriate strategies and tactics for the stage of athlete and discipline and applies them consistently. II- Coach shows how to adapt strategy and tactics for most environmental and course characteristics (eg longer course, terrain, wet weather, etc). II Coach clearly explains strategy and tactics in a manner appropriate to the athlete and supports athlete understanding of choices. II Coach organizes facility and equipment to maximize learning and safety. II- Coach plans for and provides a clear demonstration (by coach or other) of each tactic. III- Coach can adapt strategy and tactics to a wide range of individual athlete needs and abilities. III- Coach can adapt strategy and tactics to a wide range of event durations, course characteristics and environmental conditions. III Coach emphasizes problem solving by athletes and supports independent decision making by athletes for race strategy and tactics. III Coach utilizes additional methods to engage learners in skill development (games, adaptations, etc) III Coach uses multiple methods to teach skills based on varying athlete learning styles (visual, kinesthetic, etc) Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 35

38 OPTIONAL ASSESSMENT Coach Practice Session Assessment Sheet #1 Coach: Evaluator: Date: Criteria Yes No Selection of the activity The activity selected is appropriate for the age & stage of the participant The activity selected is appropriate for the ability of the participant Safety before beginning the activity Equipment is appropriate for the age/size of the participant Equipment is in good repair and is properly adjusted The playing area is checked for hazards Explanation Coach is positioned such that all participants can see and distractions are minimized Explanation and demonstration last 90 seconds or less in total time The purpose of the exercise/activity is clearly stated One or two key points are emphasized (not necessarily technical aspects) Safety points are emphasized, if appropriate Coach speaks clearly and loud enough for all to hear The choice of words is appropriate for the age of the participants Participants are checked for understanding Demonstration All the participants can clearly see the demonstration The speed of the demonstration allows participants to see accurately what they are to do Coach demonstrates in a manner that the participant would be able to perform the activity Coach reinforces key points while he/she demonstrates Participants are checked for understanding Organization A sufficient area is used for the activity Available equipment is used optimally Participants are active for the majority of the time (minimum waiting in line) Safety during the activity If a potentially hazardous situation presents itself, coach deals with it immediately Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 36

39 OPTIONAL ASSESSMENT Coach Practice Session Assessment Sheet #2 Coach: Evaluator: Date: Criteria Yes No Skill progression The progression for skill development is appropriate for the age/ability of the participant Coach focuses on the appropriate key points for the skill to be developed Coach adjusts the activity for more advanced and less advanced abilities within the group Intervention Coach scans the entire group constantly and intervenes with a variety of participants Coach looks for input/feedback from the participant Correction or reinforcement is clear and a visual is provided Correction or reinforcement is brief and participant returns quickly to activity Coach focuses on communicating what to do (not what NOT to do) Communication Coach speaks in a calm tone of voice (i.e. does not yell at the participants) Coach uses language that the participants can easily understand Coach refrains from the use of foul language Words and body language used in the correction or reinforcement are positive When praise is given, it is specific, not general (e.g. you are doing well, not nice one! ) Coach acts and speaks with enthusiasm Comments/suggestions : Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 37

40 EVALUATION For Evaluator Use Coach Competition Evaluation Sheet #1 Coach: Evaluator: Date: Criteria I II III Pre-competition Support - Coach to demonstrate all of Level I and Level II I-Coach ensures that sport-specific logistics and procedures (equipment, facility, rules) are accounted for to enable a safe and positive competition environment. I-Coach manages time effectively to ensure athlete physical readiness (e.g., warm-up, etc.), equipment checks, and sport-specific logistics (e.g., coaches meeting). I-Coach ensures that warm-up provides adequate physical readiness for competition. I-Coach identifies performance/ process goals for competition & has planned a strategy to monitor them. II-Coach can produce a competition plan that identifies tactics, strategies, or athlete expectations before, during, and after the competition. II-Coach clarifies competitive rules as needed before the competition and communicates appropriate pre-race information to athletes and other stakeholders (e.g., parents). II-Coach ensures that tactics and strategies are consistent with athletes stage of development, skill level, and fitness level; seasonal objectives; and the rules of competition. III-Coach ensures the use of basic mental strategies to assist in creating an ideal performance state. III-Coach plans and organizes the roles and responsibilities of assistants and other stakeholders (e.g., other coaches, parents, managers, etc.). III-Coach adjusts athlete preparation based on changes in the competitive environment or other extraneous factors (e.g., athlete injury). III-Coach can present a strategy to monitor competition goals or gather evidence of athlete performance. III-Coach reinforces key nutritional considerations (e.g., hydration, pre-event eating) before competition. Nutrition/Hydration Strategy- Coach to demonstrate all of Level II I Coach has basic awareness of basic nutrition/hydration strategies but does not apply them consistently. II- Coach has awareness of correct basic nutrition/hydration strategies and applies them consistently. II- Coach can adapt hydration strategy to most event durations and environmental conditions. III- Coach can adapt nutrition/hydration strategy to individual athlete needs and preferences. III- Coach can adapt strategy to a wide range of event durations and environmental conditions. III- Coach uses experts (nutritionist) to assist in preparing athletes & plans. Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 38

41 EVALUATION For Evaluator Use Coach Competition Evaluation Sheet #2 Coach: Evaluator: Date: Criteria I II III Strategy and Tactics- Coach to demonstrate all of Level II I Coach has basic awareness of appropriate strategies and tactics but does not apply them consistently. II- Coach can select appropriate strategies and tactics for the stage of athlete and discipline and applies them consistently. II- Coach can adapt strategy and tactics for most environmental and course characteristics (eg longer course, terrain, wet weather, etc). II Coach clearly explains strategy and tactics in a manner appropriate to the athlete and supports athlete understanding of choices. III- Coach can adapt strategy and tactics to a wide range of individual athlete needs and abilities. III- Coach can adapt strategy and tactics to a wide range of event durations, course characteristics and environmental conditions. III Coach emphasizes problem solving by athletes and supports independent decision making by athletes for race strategy and tactics. Coach Intervention/Communication with Athletes - Coach to demonstrate all of Level II I -Coach is positive and provides athletes with basic information that identifies what they need to improve performance. I -Coach gives frequent motivational or directional prompts during the competition or between competitive events. I -Coach meets with athletes after the competition to provide encouragement and reinforce achievement. Interventions are coach directed and tend to be non-specific or vague. II -Coach is positive and provides athletes with basic age/stage-appropriate information that identifies what and how to develop greater performance. For example, coach gives basic strategic information and provides ways in which to achieve successful performance during the competition or between competitive events. II -Coach makes sure athletes are focused on the task, not the result. II -Coach meets with athletes after the competition to review competitive objectives and obtain feedback on performance from athletes. Interventions are less coach directed and obtain feedback to empower athlete to make successful performances. III -Coach uses interventions that provide strategic information (event specific), manage athletes, make adjustments for equipment (fine tuning, etc.), or implement mental strategies (arousal control). III -Coach assesses the timing and interventions (or decisions to not intervene) made during the competition as appropriate to the sport and can justify which interventions may be repeated or modified in the next competition situation. Interventions are more complex and are directed with the aim of empowering athletes to achieve successful performance. Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 39

42 Evaluation Portfolio Training to Race Portfolio Training Basics EVALUATION For Evaluator Use Evaluation Summary Sheet Coach: Completed by: Date: This sheet summarizes the assessment and evaluation results recorded on Portfolio Assessment Sheets A1, A2, B1, B2 and C, and Competition Evaluation Sheets 1 & 2. For the detailed results please see those sheets. Summary scoring: X = no evidence of criteria met in this area P = partial evidence of criteria met in this area = evidence shows criteria fully met in this area To be eligible for certification the coach must meet minimum standard (level II shown by a ) in all assessment and evaluation areas. Level I = Below Standard, Level II = Meets Standard, Level III = Exceeds Standard. Criteria/Evaluation Area I II III Practice Session Plan - Activities Practice Session Plan - Logistics Emergency Action Plan Athlete Pre-Race (Day Before) and Race Day Plans- Nutrition/Hydration Athlete Pre-Race (Day Before) and Race Day Plans- Intervention/Communication Introducing Athletes With A Disability Team Planning Worksheet Portfolio Training Basics - Evaluator Name: Date: Initial: Weekly Training Plan Worksheet #1 and Microcycle Plan Sheet- Design Microcycle Plan Sheet- Adaptation (Scenarios) Setting Training Plan Objectives Worksheet & Annual Training Program Design Monitor and Report on Athlete Progress (Annual Training Plan) Mental Preparation Portfolio Training to Race - Evaluator Name: Date: Initial: Pre-competition Support Nutrition/Hydration Strategy Strategy and Tactics Coach Intervention/Communication with Athletes Evaluation - Evaluator Name: Date: Initial: Comments: Cycling Canada and Coaching Association of Canada, 2007 Cycling R2R_Portfolio_v3.1_MAR14_EN 40