Elon Coaches Training

elon coaches training nicole tower ntower@elon.edu 908‐216‐0762

topics to be covered …

• • • • • •

long term forms spontaneous style team dynamic resource links

long term “the problem is the beginning of the problem”

the basics of long term • five types of long term problems

• cost varies for each problem (2011‐2012): problem 1: $145 problem 2: $145 problem 3: $125

problem 4: $145 problem 5: $125

score calculaMon • raw score becomes a calculated score • placements are based on calculated score – calculated scores are converted to standard percentages • example: if top raw score is 87, that team receives top score possible (100) – if second raw score is 79, second place team would receive 91 because 79/87 = .91  91

the team and the problem • make a copy for each child – have them read and highlight – most important thing: understand where points come from!

• ask in pracMce: where is B10? etc.

• have team be able to point out beginning, middle, end (problem, acMon, soluMon)

• consider sending PDF to parents – at the very least, before the compeMMon!

INTRODUCTION

PROBLEM SUMMARY

LIMITATIONS

SITE, SETUP, AND DETAILS

SCORING

TEAM MUST BRING

PENALTIES

PROBLEM SPECIFIC STYLE PROVIDED AT TOURNAMENT

PROBLEM SPECIFIC GLOSSARY

the importance of a theme • pick a theme somewhere – 8 minutes is not long; judges want simple yet effecMve – a[ach to something readily recognizable • make sure the kids know the judges are older than them!

• themes make it easier for the team to create progressively • crispness, cleanliness, obviousness

penalMes and points • different kinds of penalMes and how they happen – this is where the problem guide is most handy!

• don’t hesitate to use/submit for clarificaMons – check clarificaMons o^en!

– they are always added to and someMmes change – clarificaMons supercede what is wri[en in the problem

last thoughts about long term • consider keeping a coaches notebook • DON’T FORGET THE MEMBERSHIP SIGN

– make sure team knows membership name and number

• set a Mmeline and sMck to it (best you can!)

– dress rehearsals (without) parents

• audience should be other teachers, etc.

• become a drama coach • brainstorm for disasters – have an emergency kit

• check out the problem site before you get there – arrive at least 30 minutes early!

forms i believe in forms.

the importance of forms • forms are more than a formality – forms are used as references if need be, BUT – well wri[en, prepared forms speak volumes to a team • PDF converters will allow you to type in forms • division I coaches can help teams write forms – must use team’s own words

– forms can be used to say what may never otherwise be said, • but should never say anything that isn’t already conveyed

style form • four copies for staging judge • opportunity to describe how the team enhanced long term • categories: – problem specific scoring elements – free choice elements – overall effect

• be very specific

material values (cost) form: pg. 47‐49 • one copy for staging judge • includes everything used during LT & style presentaMon • garage sale & assigned values • exempMons are possible!

• even “donaMons” have value

outside assistance form • one copy for staging judge • only 7 members can contribute – be careful if someone quits!

• if OA did occur, list it on the form – may result in a penalty

• penalMes are proporMonal

other required forms • most problems require teams to provide informaMon specific to their problem soluMon – problems 1, 2, and 5: B12 – problem 3: B14 – problem 4: N/A

• must be submi[ed in order, format, etc. requested • number of copies is usually specified • teams not providing this informaMon will receive a penalty – typically given the chance (DON’T GET THERE)

• form is used as a direct reference during your performance and hence is PARTICULARLY IMPORTANT

types of spontaneous • three types of spontaneous problems – verbal: problem based on verbal answers and usually no interacMon among the team – verbal/ hands‐on: combines verbal answers with an interacMve element – hands on: requires team cooperaMon to build or complete a task

spontaneous theoreMcally, the great equalizer

spontaneous: it ma[ers • spontaneous makes and breaks – remember that spontaneous is 1/3 of the total score

• all teams with the same (spontaneous) problem are judged by the same team of judges • answers that were creaMve once are creaMve all day

spontaneous on compeMMon day • teams should report to spontaneous check in desk a half hour prior to scheduled compeMMon Mme • teams are taken to a holding room – one coach can stay with them in that room

• teams are escorted to an assigned room – coaches are not permi[ed to a[end or observe

number of team members • only five team members can parMcipate in spontaneous • if less parHcipate, they may not be able to maximize points on a limited response problem – recently, teams have been given a set amount of cards and hence have limited responses – cards are not redistributed for teams with fewer members • teams must choose which members will parMcipate a^er they are told what type of problem they will be solving.

• team members not parMcipaMng can stay but may not help in any way – other opMon: they can leave the room – sit on their hands if they stay!

• all team members should come to spontaneous even if they don’t parMcipate

selecMng for spontaneous • select the five best team members for each type of problem – kids can vote! blind voMng works, but …

– if a child doesn’t want to parMcipate, you can’t make them.

• through pracMce, team member will reach a consensus as to which type of problem they are best at

in the spontaneous room • teach your team to listen when the problem is read, but – they should begin reading the second they sit down

• there is a Mme allowed when quesMons may be asked – judges will answer in a clarifying way, not to solve • someMmes they will say, “re‐read the problem”

spontaneous Mps • if it doesn’t say they can’t, they can!

• consider having a “captain” for each team – teams generally work in consensus, but captains can help organize if need be

• • • •

“speak loudly and clearly” – seriously! be aware of Mme remaining last minute should be used for fine‐tuning if someone is just staring, Mme and points are being wasted

specific Mps for specific situaMons • solve only what the problem calls for • never argue

• think strength and length when building • four legs are (generally) be[er than three – team work counts!

• if the team can’t quickly • some materials may be useless agree on an approach, follow the captain • Work efficiently and be flexible • assign tasks to team members and quickly • recognize where the perform problem’s emphasis is

more specific Mps • look for gaps in their problem solving style and teach them to ask quesMons • pracMce verbal with cards • remember answers can be acted out!

• best warm up: “today is great because …”

• teach them to evaluate and understand quality versus quanMty • piggybacking

– not encouraged, but something to have in your back pocket

spontaneous toolbox • have team members decide on individual and team themes – this should be something the child is comfortable talking about – team themes will only be used for cooperaMve team‐based problems – should not be used right away, but in emergencies

SCAMMMPER • subsMtute: what could you subsMtute? what could you do instead? what would work as well or be[er?

• combine: what could you combine? what would work well together?

• adapt: what could be adjusted to suit a purpose or condiMon? how could you make it fit?

• modify, magnify, minimize: can you make it bigger, greater, stronger? can you make it smaller, lighter, slower?

• put to other use: what are some other ways to use that material?

• eliminate: what could you subtract or take away? what could you do without?

• reverse: what would you have if you reversed it or turned it around? could you change the parts, order, layout, or sequence?

team dynamics they last a lifeMme … really.

odyssey 101 • if you haven’t already had a parents meeMng, have one.

– discuss: schedules, behavior, a[endance, goals, snacks, tournament dates, potenMal commitment

• remember that odyssey is essenMally a year long school project • you will probably require more meeMngs as the compeMMon draws near

a[endance • it is important for at least 5/7 members to be at a pracMce • everyone should …

– share equally in the work – have consistent contribuMons – should know what was done and how

goal sesng • decide who will do what, by when, and where – it’s a good idea to idenMfy parents’ talents

• teams tend to work harder and longer if hey set their own goals – this allows them to idenMfy each member’s strength – this doesn’t mean you shouldn’t speak up!

• never compromise safety

brainstorming • brainstorming isn’t just for the beginning of the year!

• use a pencil to pass around – only the person holding the pencil can speak – go around – everyone should speak at least once!

• casually have resources around .. magazines, books, etc.

in the heart of the acMon • when a team member completes something, have them present it to the team – how they did it, where the idea came from

• don’t expect perfecMon. you will die.

• remember everything must fit through a standard doorframe … and in your minivan.

coaches CAN… • write on giant pads for the team to conMnue to reference • plug in a power tool – but NOT at compeMMon!

• • • • •

prepare an emergency kit show and tell, but never do ASK QUESTIONS! give outside homework organize a bonding acMvity!

– watch for burn out

compeMMon day advice • have a breakfast meeMng (even if on site!)

• if possible, have the team travel together • make sure parents understand outside assistance!

– emphasize “hands behind your back”

• have a pracMce spontaneous session .. or five.

– have them run around for a li[le before spontaneous

style show us what you’re workin’ with

as brief as i can be …

• style makes the soluMon unique

– demonstrates creaMve thinking beyond problem constraints – Mes all elements of the soluMon together

• each long term problem has mandatory categories and team selected categories • team cannot select anything scored in long term • style judges score independently of each other and problem judges – your style form becomes their score sheet, so you only get a summary sheet returned

• each category is worth up to ten points

how to select free choice style elements • some teams choose early and plan accordingly • some teams see things develop and then choose them • some teams idenMfy them as they are almost done – remember required elements should be considered early!

scoring basics • 1‐3 points: using common materials/ideas in ordinary ways • 4‐6 points: using common materials/ideas in unusual and creaMve ways • 7‐8 points: using unusual materials/ideas with uncommon, effecMve, and usual creaMvity • 9‐10 points: using uncommon materials effecMvely in unique ways

style Mps from allen ball!

• single most important aspect of style: WORDING • show the judges something they have never seen!

– or, point out something no one else is specifying

• try to avoid categories that are highly subjecMve • make sure your style elements don’t look like they’re there just because they have to be • don’t base style on what you think judges want to see • this is an opportunity to show the team’s personality • make sure all team members take part in style – this means everything – creaMon, selecMon, descripMon!

style form Mps • free choice of team

– pick wisely and carefully – discuss early and o^en – be specific and describe as thoroughly as possible, • but also, be succinct!

– choose areas that clearly stand out

• not only should they be the best, but they should be easily idenMfiable by the judges

– choose areas with maximum impact in the context of your presentaMon and the soluMons of other teams – remember that style is not talent, but how you use talent

more style form Mps • overall effect – in other words: cohesiveness – general impression of the judges – includes smoothness of delivery • pracMce, pracMce, pracMce

– in other words: cohesiveness

• describing the overall effect – make sure your concept are clearly described – emphasize free choice areas in the descripMon

elements style judges are looking for • are style elements smoothly integrated throughout?

• originality, is it innovaMve and unpredictable?

• are concepts and points clearly emphasized?

• is everything interesMng and cohesive?

• what is the quality of design, construcMon, and workmanship?

• does the judge “get the point”?

helpful links you know you want some

general resources: h[p://users.wcvt.com/perkins/OOTMWCT_files/frame.htm h[p://www.azodyssey.org/pdf/coachesman0809.pdf h[p://www.ncom.org/Coaches'%20Handbook%202011‐2012.pdf h[p://odysseyo^hemind.com/downloads/programguide.pdf spontaneous resources: h[p://nepaootm.com/wp/?page_id=9 h[p://va.odysseyo^hemind.org/weekproblemarchive.html h[p://ncome.org/spontane.html just for fun: h[p://western.ncom.org/PinCollecMon/PinCollecMon.htm