spor t s coach
The National Coaching Foundation
M SI U pdat e and FU N dam ent als Coaches’ M anual Tyne & Wear
CONTENTS Introduction
2
Background Tyne & Wear multi-skills club audit 2006
3
FUNdamentals phase of LTAD
5
How FUNdamentals fits into the national curriculum
6
sports coach UK FUNdamentals audit
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Workshop experience Open forum
10
Exercise ideas developed during the workshops
12
Multi-skills programme ideas developed during the workshops
15
Useful resources and information
3
Setting the challenge ‘STEPS’
18
Multi-skills programming
19
Recording sheets
21
Other useful websites
25
Contact details for further information
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INTRODUCTION sports coach UK, in partnership with Tyne & Wear Sport, have produced this manual to complement the information gathered during the FUNdamentals of Movement, Multi-Skills Club and Long Term Athlete Development (LTAD) workshops. The manual provides information in three sections: 1. Background information on the development of the LTAD model, including an audit of Tyne & Wear multi-skills clubs, an introduction to the FUNdamentals phase of LTAD and information about the sports coach UK FUNdamentals audit. 2. Notes from the FUNdamentals and multi-skills workshops including the exercise and programme ideas of coaches who attended. 3. Further information and guidance to assist you with planning and recording. If you would like further information regarding multi-skills coaching please contact sports coach UK, coach development officer Graeme Foreman on 07980 584017 or email sports coach UK on ltad@sportscoachuk.org
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BACKGROUND M ulti-skills clubs The diagram below identifies multi-skills clubs at the forefront of school sport, and it is a great opportunity for Tyne & Wear to develop a quality school-based programme:
M ulti-skills clubs: Multi-skills - the big picture
LTAD Training to Win LTAD Training to Compete
Lifelong Participation
LTAD Training to Train Local Community Sports Clubs
Multi-skills Academies
Multi-skills Clubs
OSHL Provision
PE National Curriculum & School Sport Provision
Young People
Tyne & Wear multi-skills club audit 2006 In 2006 sports coach UK undertook the first audit of multi-skills clubs in Tyne & Wear. The following information shows where we are in relationship to the government, Youth Sports Trust and sports coach UK’s agenda to develop the LTAD model, and specifically FUNdamentals and multi-skills. Tyne & Wear Audit Results Returned audit questionnaires Venues used for multi-skills clubs Sessions delivered Children in multi-skills clubs Children who attended an academy Disability sessions delivered Coaches used
80% of school sports partners 31 345 549 118 10 17 3
BACKGROUND There is a definite need to develop more multi-skill clubs and academies across Tyne & Wear and to deliver quality sessions with fully qualified coaches. We will be focusing on this need with the help of the senior competition manager for Tyne & Wear. Further work is also required on the following: • Additional multi-skills clubs for 2007 • Additional multi-skills academies for 2007 • The development and qualifications of multi-skills coaches • Continuous professional development (CPD) for coaches
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BACKGROUND FUNdamentals Phase of Long Term Athlete Development The FUNdamentals phase of LTAD is aimed at boys aged six to nine years and girls aged six to eight years. The key aspects of the phase are: • Fun, participation and child centred “ playful environment” • Focus on general overall movement skills development • ABCs of athleticism – Agility, Balance, Co-ordination and Speed • Medicine ball, Swiss ball, own body strength games and exercises • No periodisation but semi-structured programme • Physical activity five to six times per week • Simple rules and ethics of sport No specific ratios are specified but participation in a wide range of activities is recommended. The FUNdamentals phase sits at the beginning of the LTAD model shown below:
© The National Coaching Foundation 2005
For further reading see ‘Coaching for Long Term Development - To improve participation and performance in sport.’ Ian Stafford 5
BACKGROUND How FUNdamentals fits into the national curriculum Expectations in P.E at Key Stage 1, taken from QCA Schemes of Work – www.standards.dfes.gov.uk This section is particularly useful for coaches, primary school teachers and organisations who have school-club link programmes. Gymnastic activities (2) Year 2 - ages 6-7 M ost children w ill be able to: plan and repeat simple sequences of actions; show contrasts in shape; perform the basic gymnastic actions with coordination, control and variety; recognise and describe how they feel after exercise; describe what their bodies feel like during gymnastic activity; describe what they and others have done; say why they think gymnastic actions are being performed well. Invasion games (1) Year 3- ages 7-8 M ost children w ill be able to: throw and catch with control to keep possession and score 'goals'; be aware of space and use it to support teammates and cause problems for the opposition; know and use rules fairly to keep games going; keep possession with some success when using equipment that is not used for throwing and catching skills; explain why it is important to warm up and cool down; say when a player has moved to help others; apply this knowledge to their own play. Athletic activities (1) Year 3- ages 7-8 M ost children w ill be able to: run at fast, medium and slow speeds, change speed and direction; link running and jumping activities with some fluency, control and consistency; make up and repeat a short sequence of linked jumps; take part in a relay activity, remember when to run and what to do; throw a variety of objects, change their action for accuracy and distance; recognise when their heart rate, temperature and breathing rate have changed.
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BACKGROUND How FUNdamentals fits into the Focus FUNdamentals Of Movement (FOM)
national curriculum Content Curriculum guidance Balance (static and Develop bodily control, large and small simple dynamic) scale movements. Coordination (mainly internal)
Foundation (3-5 years)
Key Stage 1 (5-7 years)
Key Stage 2 (7-11 years)
Agility (simple movements)
Improve coordination, control and ability to climb, balance, swing, slide, tumble, throw, catch and kick etc. Respond to rhythm, adjust speed, change direction, negotiate space, jump and land.
Introduction and application of FOM within fundamental movement skills
Run, jump, hop, gallop, skip, climb, Increase control over an object by throw, catch, strike, touching, pushing, patting, throwing or bounce, trap, kick catching it.
Continued FOM
Balance (dynamic)
Development of fundamental movement skills
Gym – basic skills (e.g. travelling, being Run, jump, hop, still, finding space). Develop range of skills gallop, skip, climb, (e.g. balancing, taking off and landing, throw, catch, strike, turning and rolling). bounce, trap, kick
Dance – basic skills (e.g. travelling, being still, jumping and turning). Change rhythm, Coordination (internal & external) speed, level and direction of movement. Games – travel, send and receive objects Agility (more in different ways. Develop skills for net, complex striking/fielding and invasion games. movements)
Introduction of general games skills
Invasion
Development of general games skills
Invasion Net/wall Striking/fielding
Net/wall Striking/fielding Dance – range of movement patterns, stimuli and accompaniment.
Games – play and create small sided and Games for modified net, striking/fielding and invasion understanding games. Use skills, tactics and apply basic Major skill learning principles of attack and defence. stage – all basic Gym – create and perform fluent sports skills should sequences on floor and apparatus. Vary be learnt level, speed and direction within these.
Introduction and development of sports specific techniques and skills (tennis, cricket, netball etc) Mental/cognitive and emotional development
Athletics – explore precision, speed, power, stamina and pacing oneself. Use run, jump and throw skills individually and combined.
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BACKGROUND Audit of FUNdamentals Resources Communication Document – M arch 2006 The sports coach UK FUNdamentals Audit is now available on the sports coach UK website www.sportscoachuk.org The FUNdamentals Audit has been undertaken by sports coach UK, and supported by Sport England, to provide coaches and teachers with a central information source of available resources related to the FUNdamentals phase of LTAD. The audit takes a holistic approach to the FUNdamentals phase and considers elements covering the physical, psychological and social maturation of young athletes. This service is being provided by sports coach UK to help coaches and teachers to decide on resources that may be appropriate to their needs and to support the deliverers of FUNdamentals/ Multi-skills programmes. A wide range of available formats are included that address both underpinning knowledge and practical application. These are organised into five categories:
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BACKGROUND books and articles; websites; CD ROMs; videos and DVDs; cards, courses and workshops. In order to help guide users towards resources that meet their needs, each resource is catalogued according to a set of characteristics that are based on a definition of the FUNdamentals stage. These characteristics have been broadly separated into those that are associated with movement programmes and those associated with coaching method. Where a resource receives a tick against a particular characteristic, the resource is considered to provide good-to-strong coverage of the area, dealing in some degree of detail with a number of the elements. We would like to point out that the content of this audit represents the work of an individual, independent reviewer. The comments made should not be viewed as a direct endorsement of a product, but as a review of content based on pre-determined criteria. Tyne & Wear Sport also has information and resources for coaches on its web site w w w.tynewearsport.org
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WORKSHOP EXPERIENCE Over a series of FUNdamentals and multi-skills workshops, participating coaches contributed to an open forum and then developed a number of ideas for exercises. The results of these workshops are detailed below.
Open forum What are the elements of FUNdamentals? Preparation Fun Ethics Agility Movement Mechanics Basics Balance Commitment Safety Social Gliding Tactics Teamwork Strategies Co-ordination Fitness Education What the coaches wanted to achieve by the end of the session? Confidence in delivery Principles Ideas/knowledge Bigger picture/LTAD Youth Sport Trust, Sport England and sports coach UK Framework Does it work – What is the timeframe? Managing diversity Kit bags
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WORKSHOP EXPERIENCE KEY elements: Agility – Balance – Co-ordination (What order should we teach them in? Balance - Co-ordination - Agility) Static and dynamic balance What is balance? • The ability to be stable • The ability to hold a position on one or more points of the body • The ability to perform actions in a controlled manner • Whole body co-ordination and orientation Definition: balance is a state in which the body or object remains reasonably steady and stable. Co-ordination What is co-ordination? • Sequence of movements with control • All the right bits in the right place at the right time doing the right or left thing • Mind and body in harmony • Tandem linkage of sensory and physical movement Definition: Co-ordination is a skilful and balanced movement of its body parts at the same time. Co-ordination includes: • Uni-lateral: one sided movement • Bi-lateral: two sided movement • Contra-lateral: movement to the opposite side or an opposite movement (for example, left leg and right arm). Agility What is agility? • Ability to perform a series of controlled movements at speed • The ability to change body/shape position quickly and accurately • Ability to change direction at speed • Jason Robinson (rugby), Cristiano Ronaldo (football) and Roger Federer (tennis) are examples of top athletes exhibiting outstanding agility. Agility includes: • Low to high • Fast to stop • Stop to fast • Side to side • Forward to back Definition: Agility combines balance, co-ordination and speed. 11
WORKSHOP EXPERIENCE Exercise ideas developed during the workshops Static balance • Press-up position: • Lift alternate hands and feet off the floor • Differentiate with width of hands and feet to widen or narrow the base • Sit on the floor: • Balance on bottom • Move arms and legs into various positions and heights • In groups of four: • Standing on one foot • Pass ball/hoop around the group using different levels, hands and feet • Progressions to include: • Place a cone on the head • Pass the ball in all directions not just around the group • Widen the distance between the members of the group • Change the size of the ball to bring in passing the ball two handed or increase the balance required to place the smaller ball • Add in standing on stilts, Lolo ball etc • Standing on one leg, ask the group members to change: • Levels (for example squat down, up on toes etc) • Body shape (for example bend at waist, move arms) • Placement of different limbs (for example leg out behind, arm in front, both!) • As above but in the ‘crab’ position • In small groups get the participants to think on balances on 1/2/3/4 points – can your partner shadow you and repeat the balance? • In pairs, facing each other – link hands and try and change each other’s centre of gravity to unbalance your partner (change starting positions to challenge participants)
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WORKSHOP EXPERIENCE Dynamic balance • Statues game – on command you must stop and balance on 1/2/3/4 points. If you move you must go back to the start • Individually or in a group • Choose a letter and mark it out with cones (W, X, Y, Z etc) • Move between each of the points, while remaining balanced • Progressions are to include; • Obstacles to step over/ walk round etc • Take big steps • Moon walking • Walking backwards • Participants can choose the letter of their name, or move around the room spelling out their name • Follow my leader game • Set up a route or ‘map’ using cones, hurdles, benches, beams etc • Using the equipment to create a story for the children to walk around the ‘map’ to i.e. walk along the bench, stop and stand on one foot, pretend to dip a foot into the water (static balance) • Using the lines on the floor of the sports hall – children can independently explore how they can move between lines using one leg, two footed, alternating landing foot etc • In groups of four using the lines on the floor – place a ball/bean bag etc on the body and move to your partner – pass on the object and they move to next group member • Animal walks – encourage children to use different points of contact to move around a defined area – i.e. travel like a caterpillar, horse, dog, frog
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WORKSHOP EXPERIENCE Co-ordination • In pairs, each child has a grid (cones in a diamond shape with a centre cone), standing on the centre cone; one child is leader and the other follows. They must match the movements by stepping to the corresponding cone • In pairs, using a ball, bean bag etc children work together to; • Pass ball around their bodies • Through legs • Over head • Progressions to complete activity by adding in movement • Mirroring/shadowing along the same lines as aerobic type sessions Agility • Animals game • Set out four cones in a square, children must use different parts of the body to travel around (use animals to guide thoughts). On command children must move quickly to an available cone – introducing the speed, awareness and special awareness aspects of sport. • Rats and Rabbits game • In two teams facing each other – one side is rats and the other rabbits. On command of either rats or rabbits (depending on call) the group called out must turn and run as quickly as possible to ‘safety’ if the chaser catches them they get a point and vice versa if they don’t. • Dodgeball – caution with this game for health and safety aspects but also as the ball dominates the children’s thoughts, not the teaching points for improving agility. This also does not mirror any sports as the object here is to avoid the ball whereas with most sports the aim is to get the ball. • ‘Drop catch ball’ • Working in pairs, each with a ball. Each child must drop the ball and catch their partner’s ball before it bounces once or twice depending on ability of group. Limit the area so children aren’t throwing the ball the length of the activity area! Always reinforce teaching points in all activities for FUNdamentals as you would technical coaching factors. 14
WORKSHOP EXPERIENCE M ulti-skills programme ideas developed during the workshops There are no right or wrong answers to developing term-time programmes. Your programmes should be based on whatever is the best fit for your school, club and children. Below are some different examples developed during the workshops. Week 1 2 3 4 5
Programme Introduction/fun games/relays Balance assessment Balance Co-ordination assessment Co-ordination
6 7 8 9 10
Agility assessment Agility Development on balance/co-ordination and agility Repeat week eight Final assessment
Week Programme 1 Introductory/testing session. Ice-breaking activity Baselining – Q & A/testing 2 Balance session • Gym / athletics activities • Static-Dynamic-Rotational 3 Co-ordination • Moving-throwing-catching-landing-jumping-dance 4 Agility – speed-agility-quickness activities • Ladder work – cones – shuttles 5 Mid-programme testing • Fun assessing based around assessing children’s ability 6 Team work session • Using co-ordination 7 Co-ordination session • Hand eye, foot eye etc 8 Athletic activities session – balance/flexibility/strength 9 Review and practice 10 Testing session 15
WORKSHOP EXPERIENCE Week Programme 1 Assessment – fun games including balance, co-ordination and agility, reinforcing ideas of multi-skill course 2 Balance activity – ball handling/feet (variety of balls) Mixed-ability groupings with frequent changes 3 Co-ordination – variety of balls / shuttles / movements etc. Hand eye co-ordination 4 Balance – running, jumping and throwing 5 Co-ordination racquets – hand eye co-ordination 6 Agility – invasion games 7 Agility – invasion games 8 Setting tests / decision making / problem solving / leadership and team building 9 Assessments and reinforcements 10 Multi-skills Olympics Week Programme Warm Up 1 Domes & Dishes, Beans and stuck in the mud
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Skill Fun Activity Simple static balances Competitive fun – eyes closed etc in element - teams pairs and fours
2
As above
Revision of first two weeks – chicken walk
3
As above
Recap week one using Wobble boards equipment to develop Beams balance skills
4
Balance activities from Simple co-ordination first three weeks skills in small groups and rhythm in pairs
5 6 7
As above As above Co-ordination recap from the last three weeks
Co-ordination Co-ordination Agility
8 9 10
As above As above
Agility Agility
Cool Down Check skill learnt in session
Develop into team activity
Rhythm ideas
FUNdamentals Olympics
Balance activities from weeks 3/4/5
WORKSHOP EXPERIENCE Week 1 Baseline Testing
Week 2 Week 3 Warm up game and Warm up game and review Invasion Bench ball review B Striking and fielding B
Week 4 Week 5 Warm up game and Obstacle Course review Mid-way testing B week
binball
C
C
C
Netwall volley sport A
A
A
Obstacle Agility Course
Benchball specific
Adapted – rugby game
Adapted – netball/basketball
Week 6 Warm up game
Week 7 Warm up game
Week 8 Week 9 Game – volleysport Game
B
B
B
B
C
C
C
C
A
A
A
A
Striking and fielding – through athletic abilities Week 10 Final Assessment
In context of games In context of games Game Review and goals
Game
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USEFUL RESOURCES AND INFORMATION Setting the Challenge – for every child; to challenge and engage them at their particular level to get the best out of them and ensure that each child gets some benefit from each exercise.
S T E P S
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Space, make the play area bigger or smaller to challenge or simplify a practice or game Task, sometimes changing the task is the answer Equipment, a bigger ball is easier to catch, an unstable base is more challenging to remain in balance People, 3v3 is as not as challenging as 2v3, but more interactive than 5v5 Speed, holding the ball for a set count before passing or placing it, instead of throwing it or timed games
USEFUL RESOURCES AND INFORMATION M ulti-skills programming Proposed 6-week schedule Themes – separate elements each week • Warm up • Skills and progressions • Fun game based on theme Week 1 Week 2 Week 3
General assessment via A-B-C circuits, relays and games Balance – Static, dynamic Co-ordination – Simple body movements (shadowing), using rhythm and on-the-move, introduce running technique
Week 4
Co-ordination to produce force – throwing, striking, kicking (rotation), jumping Agility Multi-skills Olympics: A-B-C circuits (differentiation), relays and games-assessment
Week 5 Week 6
For a ten week programme Weeks 7-10 • Focus on games based activities building on the above (whole – part – whole) • Team work/ decision making/ problem solving • Develop work on speed and footwork patterns Areas to cover Balance • Concepts: Centre (of mass/gravity), base of support, equilibrium - centre of gravity over base of support • Static balance (e.g. standing on one leg): Exploring centre and bases, shifting centre of gravity (e.g. animal walks, front support – back support) • Dynamic balance: On the move (e.g. chicken walk along a line) Co-ordination • Inter limb co-ordination - unilateral (one side), bilateral (both sides), contra-lateral (across body) • Using rhythm to co-ordinate movement of limbs (e.g. shadowing in pairs patter-cake) 19
USEFUL RESOURCES AND INFORMATION • Co-ordination of muscle groups to produce force – throwing, striking, kicking, jumping • Rotation - Key milestone (e.g. Throwing – Separation of shoulders and hips) • Complex movement patterns (e.g. Judging ball flight - sending, receiving) Agility • Balance and co-ordination at speed • Starting • Changing momentum/rhythm • Stopping • Changing direction
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USEFUL RESOURCES AND INFORMATION Activity record sheets The next three pages are examples of how you can use assessment sheets for your classes to record data to assist you in setting your programme. At the end of the assessment, set three key action points based on the areas you want to focus on and specify how you intend to build each into the programme. My three action points: 1.
2.
3.
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USEFUL RESOURCES AND INFORMATION Record Sheet: Balance Definition of Balance: • Balance is achieved when the centre of gravity is over the base of support Creating bases (static: still)
Shifting the centre
Dynamic balance activities (dynamic-moving)
Games ideas that develop balance
Š sports coach UK 2005 22
USEFUL RESOURCES AND INFORMATION Record Sheet: Co-ordination Definition of Co-ordination: • The way in which your muscles move to produce a movement. • The skilful interaction of muscles and body parts to produce movement, or generate force. • Sequencing of body parts to act together to achieve some goal. Developing Co-ordination/ movement of limbs • Unilateral • Bilateral (symmetrical, asymmetrical) • Contra lateral Games to develop co-ordination
Using Rhythm to co-ordinate movement of limbs Shadowing (co-ordination with an external stimulus-watching another person)
Developing contra lateral movements
Co-ordination of muscle group to produce force: Jumping, throwing: focus on the rotational milestone about hips, and separate actions of the upper and lower body
© sports coach UK 2005 23
USEFUL RESOURCES AND INFORMATION Record Sheet: Agility Definition of Agility: • Balance and coordination at speed. • The ability to move quickly and efficiently, start and stop whilst maintaining stability. Activities for developing your ow n pattern of rhythm (co-ordination)
Activities for changing rhythm patterns, speeding up, slow ing dow n, changing direction (agility)
Games ideas that develop agility
© sports coach UK 2005 24
USEFUL RESOURCES AND INFORMATION Websites containing information and examples relating to Fundamental M ovement Skills Kiw idex
• Kiwidex is a manual that can be downloaded, and that “ helps develop the basic movement skills used in sport and other physical activities. It aims to give young people the enthusiasm and confidence to move into sport and stay involved with it." • www.ausport.gov.au/fulltext/1992/hillary/ks_kiwidex.asp
Fundamental M ovement Skills
• Provides guidance and examples of activities to develop FUNdamental movement skills • www.scu.edu.au/schools/edu/projects/migi/secure/secure.htm
Steps PD
• Provides guidance and examples of activities to develop FUNdamental movement skills • www.steps-pd.co.uk/index.htm
PE Central
• Includes section containing example lesson plans for physical activity sessions for children • www.pecentral.org/index.html
FUNdamental M ovement Ideas for Early Years – British Gymnastics
• Contains lots of ideas for developing movement skills in children from 0-6 years of age • Includes a reward scheme using 16 colourful resource cards • www.earlyyearsfundamentals.co.uk
Observing Children M oving
• A CD-ROM resource designed to help you to: observe and analyse children's movement; enhance knowledge and understanding of stages of movement development, and promote high quality movement education and physical education for children aged 3-7 years • Includes over 50 clips of children performing various movements and indicates key points to assist helping children to improve movements • www.observingchildrenmoving.co.uk
© sports coach UK 2005
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USEFUL RESOURCES AND INFORMATION Further information: If you would like further information on Long Term Athlete Development or FUNdamentals please contact: sports coach UK Graeme Foreman, Coach Development Officer Email: gforeman@sportscoachuk.org Telephone: 07980 584 017 Website: www.sportscoachuk.org or Email: ltad@sportscoachuk.org Contact for TWS Telephone: 0191 5534697 Email: info@tynewearsport.org Website: www.tynewearsport.org
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USEFUL RESOURCES AND INFORMATION “ I know that sport has the pow er to change people’s lives. I Have always loved rugby, but have also been fortunate to play a w hole host of different sports from a young age. I hope that all children have a sim ilar enjoyable opportunity to play sports and keep active throughout their lives.” Jonny Wilkinson, Preparing for Life in Sport
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Written and produced by Graeme Foreman, sports coach UK and Tyne & Wear Sport 28
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