COACHING

SESSION PLANNER - click to download



Good Coaching

It is vital that all coaches [from Primary to Senior] work to
 develop technical skills to a point where:
Players are comfortable on both left and right sides
Players can perform the skills at pace
Players can perform the skills when under pressure

Allowing players to work at a slow pace in drills will lead to 
  • them perform at that same slow pace in a game? 
  • They will stop to wait for a kindly bounce of the ball; 
  • they will slow down or turn back when faced by an opponent; 
  • they will try to kick pass through an opponent; 
  • they will shy away from physical contact and develop all of the wrong instincts.


  • Run your drills to force players to ATTACK THE BALL.
  • They must learn to take the risk and move to meet the ball, no matter what way it comes to them.
  • Always demand a good ‘First Touch’ on the ball
  • Make your drills competitive – pair players together and let them race to collect a ball kicked/struck by the coach.
  • Get them used to BREAKING TACKLES, rather than stopping when faced by an opponent and being easily blocked.

The best players at any level attack the ball and break tackles. Good coaches must take every opportunity to make our own players the best they can be!!


Four Foundations of a Good Coach

 
A good coach is all things to all people
  •  inspirational, 
  • knowledgeable, 
  • intelligent and 
  • perceptive.                                                                                 
  • There are so many different aspects of being a coach that it can be difficult to know what to focus on when trying to improve your own performance, never mind your teams.


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In addition, not every coaching techniqueworks for everyone –   some coaches work better with a bit of distance from players, other are better closer, and so forth. But there are, nonetheless, a few qualities that are always good to possess when coaching a team of any level, no matter who you are.
The first is knowledge. This is absolutely crucial to being the best coach you can be – knowing both your players and the GAA game It will become immediately apparent to onlookers if you don't know your players well – for example playing them out of position or not taking account of their strengths and weaknesses in your game plan. Equally, an in-depth knowledge of the game is vital for making that game plan and properly training your players. If you're not sure about any aspect of either of these two, it's time you sat down and studied them! Try and learn from other coaches, and indeed from the players themselves.
Secondly, good organisational abilityis indispensable to becoming a good coach. There are dozens of different things to juggle, once you become coach of a team, and if you don't plan ahead, you're bound to slip up eventually. No matter how skilled or knowledgeable you are, you will not be able to bring your talents to bear unless you have a plan for the season that you stick to as far as necessary. Being one step ahead of the game means trying to predict things that others can't – for example having a break in training at the time you think your players will have their lowest ebb. Anyone can be organised, it just takes a little work.
The third basis of good coaching is good communication. Many potentially brilliant coaches fall down through not being able to pass on their ingenious ideas in a coherent way to their teams. Being a good coach is about more than having good game plans; it's about bringing players on side and convincing them that your way of doing things will be best in the long run. Huge amounts of coaching is verbal – post-match reviews, player goal setting, even basic instruction – and you have to get these parts right. Try and be aware that how you say something can matter as much to your players as what you say.
Finally, interpersonal skills are important for coaching, as they are for any teaching position. Naturally, as the coach of a team, you will be in constant communication with people and rely on your interpersonal skills for everything you do. It is also the part of being a coach that you can do least about – some are simply better with people than others. One simple rule to remember is to treat everyone with respect, no matter how difficult you think they are being, or how wrong you might think them to be.
Knowledge, organisation, communication and the all-important interpersonal skills are vital for coaching, but they are only the beginning. Remember to keep working at your coaching style!

How to Coach Skills - the SIX STEPS  
1: BUILD   RAPPORT

    1. Show Interest & Respect for each participant and others
    2. Smile & make eye contact with each participant
    3. Learn & Use Participants names
    4. Coach the PERSON rather than the SPORT
     2.  PROVIDE DEMONSTRATION
  1.      Position so that all can hear
  2. Provide  CORRECT DEMONSTRATION and then focus attention on 1-3 key points
  3. Provide DEMONSTRATION more than once from different angles
  4. Check for UNDERSTANDING before they go to practice

3 : EXPLAIN


4:  OBSERVE

5  :  ANalyse & Make Decisions

6:  Generate Positive Feedback

COACHING ADULTS
Being a coach to adult hurlers and footballers can be a difficult job. By this stage, players should have developed physically, psychologically, socially and emotionally - special consideration in this regard should be given to teenage players playing on adult teams.

Coaching adult players places unique demands on the coach. The motivation to play differs slightly from that of children. Players remain involved in Gaelic Games because of:
  • Enjoyment - Gaelic Games are fast and fun games, often high scoring
  • Skill - Gaelic Games are considered very skilful games
  • Social recognition - As well as being skillful, Gaelic Games are seen as being physically demanding and tough games, where courage and determination are important. Showing proficiency at such games can lead to a player developing high self esteem, and be recognised amongst their peers
  • Possibility of success - Many players continue to participate as they have aspirations to play at higher levels - whether that be at adult Club level or Inter-county level.
  • Coach - The coach can be the most important factor in whether a player continues to play at this stage. Situations where the coaches’ goals and players' needs can lead to players becoming disillusioned and dropping out.
  • Participation - Low involvement through poorly designed training sessions or through a lack of games is one of the most serious causes of drop out. Being pigeon holed into one position, especially one seen as a less glamorous one can be an issue here.
  • Training and games - Games can be fun, but if training is dull or set at too high a level players can lose interest quickly.
Adult players

Have conflicting commitments -
Work, financial and family commitments might impact on the ability of adult players to commit to all requirements

Display independence - Players often want to display a higher level of independence and want to be part of the decision making process

Pressures from 3rd level - Attending 3rd level schooling places additional pressures on players, in terms of playing for additional teams, and attending to their college work

Some practical considerations that a coach can make for adults to assist them include:
  • Where training and competition schedules overlap
  • Provide flexible schedules to accommodate the
  • demands of family and work
  • Carefully follow the progress of each player, offering encouragement and advice where necessary
  • Provide quality training equipment and facilities
Minors playing in adult Gaelic Games

Teenagers are in a phase in their lives where there is a distinct change from the fun filled environment of childhood play, to a more structured type of organised training and competition seen at adult level. Coaches should always maintain the enjoyment factor in sport, and many teenagers will attempt to keep this through trying something different, some tricks or touches that they have developed through individual practice.
Some of the problems associated with the progression to adult Gaelic Games include:
  • Adult training regimes imposed on less developed teenage bodies and minds
  • Player skill levels may not match the demands of performance in adult situations
  • The player may not be sufficiently developed cognitively to understand and implement the coach's instructions - especially when dealing with Team Play issues
  • Coaches may question the player's commitment and discipline as they struggle to come to terms with the more demanding nature of teenage play over childhood play.
Coaching Youth Players
Being a coach to teenage hurlers and footballers can be a difficult job. At this age, players are developing physically, psychologically, socially and emotionally. Where this stage of development begins and ends is hard to define exactly, as each player will develop at a different rate.

Coaching teenagers places unique demands on the coach. Depending on the player, the coach may need to adjust their activities to cater for changes in coordination, balance and growth. The coach may be required to offer words of encouragement to players who become frustrated with some of the difficulties of growth and how this affects their ability to play. The motivation to play differs slightly from that of children.

Teenagers get involved in Gaelic Games because of:
  • Enjoyment - Gaelic Games are fast and fun games, often high scoring
  • Skill - Gaelic Games are considered very skilful games amongst teenagers
  • Social Recognition - Teenagers, perhaps for the first time, recognise that playing Gaelic Games can provide a higher social standing. As well as being skillful, Gaelic Games are seen as being physically demanding and tough games, where courage and determination are important. Showing proficiency at such games can lead to a player developing high self esteem, and be recognised amongst other teenagers
  • Possibility of Success - Many teenagers continue to participate as they have aspirations to play at higher levels - whether that be at adult Club level or Inter County level.
  • Coach - The coach can be the most important factor in whether a player continues to play at this stage. Situations arise where the coach's goals and the player's needs can lead to players becoming disillusioned and dropping out.
  • Participation - Low involvement through poorly designed training sessions, or through a lack of games are some of the most serious causes of drop out. Being pigeon holed into one position, especially one seen as a less glamorous one, can be an issue here.
  • Training and Games - Games can be fun, but if training is dull or set at too high a level, players can lose interest quickly.
Special challenges to Coaches of Teenagers

Adolescence is a time when players:
  • Have conflicting commitments - Teenagers like to be involved in a number of different sports, or with a number of different teams (within the Club, school and/or County set up). Many also take part-time jobs to provide some income
  • Seek Independence - Teenagers often want to display a higher level of independence by not having to rely on their parents
  • Pressures from School - The later years of second level schooling places additional pressures on teenagers.
Some practical consideration that a coach can make for teenagers to assist them at this time include:
  • Use school facilities for training purposes – reduce the need for students to travel to participate in Gaelic Games. Developing a good Club/school link can help in this case, especially where training and competition schedules overlap
  • Provide flexible schedules to accommodate the demands of study, and/or work
  • Carefully follow the progress of each player, offering encouragement and advice where necessary
  • Provide quality training equipment and facilities
The Transition to adult Gaelic Games

Teenagers are in a phase in their lives where there is a distinct change from the fun filled environment of childhood play, to a more structured type of organised training and competition seen at adult level. Coaches should always maintain the enjoyment factor in sport, and many teenagers will attempt to keep this through trying something different, some tricks or touches that they have developed through individual practice.

Some of the problems associated with the progression to adult Gaelic Games include:
  • Adult training regimes imposed on less developed teenage bodies and minds
  • Player skill levels may not match the demands of performance in adult situations
  • The player may not be sufficiently developed cognitively to understand and implement the coach's instructions - especially when dealing with Team Play issues
  • Coaches may question the player's commitment and discipline as they struggle to come to terms with the more demanding nature of teenage play over childhood play.
Coaches may find that they become disillusioned if they do not adequately take notice of the above issues. Coaches must be prepared to change their expectations in response to accelerated growth and emotional development.


Coaching Children
For too long the practice in sport has been to identify and cultivate the talented players and elite teams at younger and younger ages. There is the tendency to nurture the perceived best and neglect the rest. This has contributed to adult training regimes and playing conditions being imposed onto young players. Training and competition is geared to outcome and winning, and not for the process of development.
For coaches of kids, there must be a balance between the need to win games and trophies versus the need to develop players and recognise the importance of fair play - provide full participation within an environment where players are encouraged to achieve their full potential. If you consider the reasons that children participate in sport, and the reasons that we as adults want them to participate in sport, you can see that there is a lot of common ground for coaches to work in:

Why do children take part in sport?
There are many reasons that children take part in sport, but research has shown that children primarily participate to:
  • Learn new skills
  • Make friends
  • See new places – and have new experiences
  • To be part of a team
  • For the competitive challenge/winning
  • Improve their self worth
  • To have fun

When children do not experience these feelings, they drop out from sport. Some will drop out in favour of other activities where they feel that these needs are being met, while others will simply drop out of sporting activities altogether. It is the role of the coach to create the environment for children to experience these.

Why should children take part in sport?

It may be obvious that children play to enjoy themselves and have fun, but there are many more reasons why you as a parent or coach should encourage children to participate:
  • Increased confidence – playing sport will provide each participant with confidence, and allow them to develop a real sense of achievement
  • Becoming part of a team – children like to feel as though they are part of a team or group. It also challenges them to work as part of a group and to think of others
  • Improved skills – participating in sport helps children develop a range of skills including balance, coordination and agility
  • Children that participate in sports are less likely to be overweight and suffer health problems
How are children different from adults?
Children are physically developing from early childhood to late adolescence. This means they have different capabilities for exercise and exercise affects them in different ways. For this reason training programs for children should not be just scaled down versions of adult training programs. There are many ways in which children differ from adults:
 Technical
Children have limited co-ordination, agility and balance
Tactical
Children have poor positional awareness (we have all seen children playing where all players follow the ball – ‘beehive play’)
Team Play
Children play for themselves
Children have limited communication skills
Physical
Children have limited strength
Endurance – children have lots of energy but need frequent breaks
Speed - their speed tends to be reactive. There is a window of opportunity to develop speed amongst children
Children have a poor response to heat and cold
Psychological
  Children can lack confidence
- Children can be emotionally immature – moody/lose self control
- Children can be very choosy about friends and who they play with
- Children tend to lose concentration quickly or be easily led by others
- Children's decision making ability is poor and slow
- Children may not know how to react to the different personalities they might face in a group
Playing Facts
Children need numbers to learn, to benchmark their level against others

"All children are individuals – the rate at which they develop in each of these areas will be
Emphasis should be put on the child's own progress, and not on comparing their achievements with those of others. This means that where possible individual instruction and challenges should be provided and a broad range of activities should be planned and presented.

Activities should develop to be of an increasingly complex nature and be challenging but 'doable'. Where possible children of approximately the same skill levels should be grouped together for coaching. Also take care to note which children work well together, as disruptive children can make organising a coaching session very difficult.




ABC's for Children
Agility , Balance, Co-Ordination & Speed


ABC’s
                                       Agility
         Agility= keeping balance while moving the feet quickly.


1. Snow paths- Set out about twenty coloured cones. Allow the children to
walk, hop, skip etc… through each different colours i.e- an imaginary
path is left behind them.
. Who can touch 4 different colours first? The child finished first should
put their hand above their head.
2.  Mine-field- Nominate a set number of pupils to stand along each side of
the hall. Select two opposite groups to dodge across the ‘mine-field’
without touching the ‘mines’ or bumping into anyone. Challenge
further by having them all come across at the same time.
3. Dodgems- each child holds a dome like a steering wheel and ‘drives’
about avoiding the rest of the ‘cars’. If one car comes close to another
they go ‘beep-beep’ and change their pathway in order to move off into
a free space.
4. Making shapes- The teacher calls out a shape e.g. ‘triangle’ for groups
to form.


                     Balance and co-ordination
It’s the most important as it underlines all movement.
1. Leaning tower- Begin standing straight. Attempt to find your centre of
balance by swaying from side to side and back and forward. Repeat
with your eyes closed.
2. Animal races- travel like a named animal to a cone and change animal
e.g. ‘Dog’ to ‘Rabbit’ (‘Duck’ ‘Crab’ etc…. Partner balance challenge.
Use partner to challenge their skills e.g. Both holding a rope in one
hand, stand on one leg and attempt to pull partner on to the other leg.
3. Passing under the Bridge- In pairs use a ball to pass under your partner’s
bridge. Who can pass the ball under the most times. Use hands, feet, or
sticks to send the ball.
4. ‘Stubborn Donkey’ here one pupil kneels down and pretends to be a
donkey. The other pupil attempts to move the donkey by pushing and
pulling various parts of the donkey’s body.








                                             RTJ’s

                                                      Running

It’s natural for children to run so we should encourage them to run as much as possible in a fun environment.

1. Gear change- standing on the spot, start slowly e.g. ‘first gear’ and on
signal i.e. ‘second gear’ players move their feet quicker etc. Move your feet as fast as you can the arms should be moving faster than their feet.
2. Team relays- with ladders, hurdles, cones, hoops etc… use ‘high five’
for changing over.
3. Run letter shapes i.e. M , Z, T, S
.4. Tag- Use tags or bibs. On the whistle change chasers or use the whole
class as chasers

                                             Jumping
Safety- Use balls of feet, bend your legs when landing.

1. Speed Bounce- 30 sec to jump over hurdle, line, hoop, bench- can you
beat your score by 3 the next time?
2. Standing high/ long jump- one foot, two foot take off. Can you beat your
last jump?
3. ‘High 5s pinkie’ - two players of the same height face each other. On a
signal all the pairs jump at the same time to touch/ clap their right hands
as high as possible. ‘High 5s perky’ repeat using left hand. Or running
high 5s.
4. Log Jumps- five or more players lay on the ground about one metre
apart. The first player jumps over all the ‘logs’ before lying down at the
end of the line. As soon as the first runner has jumped over the first
‘log’ that ‘log’ becomes the next runner.
5. Other- use ropes, scissor jumps, jump with twist, quarter turns,
clockwise and anti-clockwise.

                                                         Throwing
1. Sitting with legs opposite a wall, roll the ball against it. Repeat by
kneeling. Can you get 10, 20 etc…?
2. Toss the bag- Using bean bags line group up about 2m apart. On signal
everyone throws their bean bags. OR Split class half throw while other
half collect and throw back into a basket. Team that has least amount of
beanbags wins in 30secs.
3. One arm Bandit: Who can throw the furthest?
4. Target games- throw into 3 hoops different distances away. Try this
lying down, kneeling and standing with right and left hands.


                                                              CPKS

                                  Catching and passing

Always use different sizes of balls and different equipment to strike them.
1. Partners- How many passes in 30 sec? Can you get 20 passes without
dropping the ball? Stand on one leg, pass with ‘other’ hand, partner
point to right or left to where they want the ball and partners bounce the
ball to each other.
2. ‘Piggy in the middle’ Work in threes one in middle and two at sides with
a ball. Player in middle must receive a roll, bounce, chest or high pass
and pass it back. How many can you do? Can you beat your number by
5?
3. Balloons- hold balloon up for partner to catch. Ask children to hop/skip
up to catch the balloon. Work with a ball after between two.
4. Target bounces- use scattered hoops as targets to bounce ball in. Who
can bounce ball in a set numer of hoops first?
2. Swop shop- with a class of 30 children set out about 27 balls. The children
have to pick one up and set it down still then go to pick up another. Work in
pairs

                                                Kicking
Try to have one ball for everyone or between two. Use larger softer balls with beginners. Beanbags, balloons, balls etc… can be used.

1. Dribbling- keep ball inside ‘magic semi-circle/rainbow’ walk, jog,
sideways, backwards. Hold up fingers or cone colours- pupils have to
call out how many you are showing.
2. Obstacle course- set up a simple course with cones to dribble throw and
others for goals to score through. Let the children move around with a
ball of their own. How many laps can you do?
3. Through the gap- set two cones for pupils to kick their ball through.
How many can you get through in one minute? Increase/decrease the
gap size.
4. Wall rebounds- stand 3m off the wall. Can you get 10, 30 etc… passes.
Kick stop the ball and kick again.
5. Timed kicking- Girls v Boys girls kick the ball away. Boys collect the
balls and return it to a coned area. Swap around.






                                             Striking
Equipment- Hand, fist, small and larger bats, sticks, bean bags, balloons, tennis balls, indoor sliothars

1. Use a wall – to strike ball off the wall how many in one minute?
2. Dome dribble- Use the spaced out cones to dribble in and out of.
3. Targets- hit posters on the wall, skittles, hoops or benches.
4. Rounders
5. Partner work- how many passes in one minute?
6. Poc Fada- how far can you strike the ball?


                                             Games

<!--[if !supportLists]-->1.   <!--[endif]-->Dribble knockout- all with a ball keep a hold of your own while attempting to knock away others.
<!--[if !supportLists]-->2.   <!--[endif]--> Hit The kerbs- Two teams. Place two sets of different coloured cones in the middle. Roll Throw, Fist pass or Kick to knock down cones.
<!--[if !supportLists]-->3.   <!--[endif]--> Relays- Hand groups of 4-6 with 4 pieces of equipment. Ask them to make an obstacle relay for the rest of the class to attempt.


COACHING Education by the GAA
Coach Education
The GAA Strategic Vision and Action Plan 2009-2015 identified the immediate need to prioritise and support the development of players and coaches as key to the long-term success and health of Gaelic Games.

To create a coaching system which produces and supports the development of coaches and players, the GAA has developed a model of Coach Education has been reformatted to take account of the different playing capacities that exist between children (up to 12 years), youths (age 13 – 18) and adults (age 19+), and the competencies that a coach is required to display when working with each of the playing populations. These streams have been identified to cater for the diverse needs of children, of youths and of adults.

Quality Coaching – as part of an overall Games Development Plan - promotes fair play, builds social cohesion, self-esteem, and enhances health and well-being as well as supporting social and economic objectives.

Coaches should be committed to creating fun, safe playing environments for all of our players, regardless of age or ability level. To safeguard our players, coaches abide by the GAA Code of Conduct, have completed the GAA/ISC Child Protection in Sport Awareness Workshop and are vetted by An Garda Síochána/ Access NI.

Structure of the Coach Education Programme

The Coach Education Programme focuses on continuing education, so that coaches can improve by means of a series of specifically designed courses, workshops and conferences incorporating internationally recognised principles of best practice. These opportunities will include a combination of theoretical and practical inputs and allow for the use of digital and e-learning techniques.

The programme of Applied Lifelong Learning makes provision for coaches to continually develop their skills and to progress at a rate suited to their own development.


Foundation Award
The Foundation Award is the introductory award for coaches of Gaelic Games. The course is aimed at beginner coaches and will enable participants to assist a coach in the organisation of activities to develop hurling or football.

The course is seven and a half hours in duration and covers four key modules, as well as introductory and conclusion modules. These four modules are:
  • Introduction to Games
  • Skill Development
  • Movement Skills
  • Coaching Children, Youths and Adults
Coaching Competencies to be developed

By the end of this course participants will be able to:
  • Assist a coach in organising a programme of games and skill development activities appropriate to each participant's needs and abilities
  • Identify the skills of hurling
  • Assist a coach in organising progressive activities (drills and fun games) to develop five key skills
  • Assist a coach in organising progressive activities to develop movement skills appropriate to Gaelic Games
  • Assist a coach in organising and managing players for an effective practice session
  • Build Rapport, Observe, Analyse, Explain, Provide Demonstration and Provide Positive Feedback to Players
Course Philosophy

The GAA is committed to implementing an integrated Coach Education Programme with a view to maximising participation, optimising playing standards and ensuring that players’ needs are catered for in a balanced way.

The course is designed to promote the development of the How to Coach skills through modelling of best practice, as demonstrated by the tutor, experimental learning and through the guided reflection on previous experiences – as a coach, player, official or parent – facilitated by the tutor.




Award 1
The Award 1 Coach Education course is the second award on the coaching pathway of Gaelic Games. The course is aimed at coaches that have progressed through the Foundation Award and have experience as a coach.
The Award 1 course has been designed to take account of the different playing capacities that exist between children (up to 12 years), youths (age 13 – 18) and Adults (age 19+) and the competencies that a coach is required to display when working with each of the playing populations. Therefore, coaches can specialise in coaching the particular players that they are involved with.
The course is 16 hours in duration and covers a number of key modules including:
  • Technical Proficiency
  • Tactical Prowess
  • Team Play
  • Physical Fitness
  • Playing Facts
  • Psychological Focus
  • Communication
The focus of the course is the further development of the ‘How to Coach’ skills by placing the participant in situations that they will face as coaches – the organisation of games activities, activities to develop skill and activities to develop the various aspects of physical fitness.

Coaching Competencies to be developed

By the end of this course participants will be able to:
  • Organise a programme of games and skill development activities appropriate to each participant's needs and abilities
  • Organise progressive activities (drills and fun games) to develop five key skills
  • Organise progressive activities to develop movement skills appropriate to Gaelic Games
  • Organise and manage players for an effective practice session
  • Build Rapport, Observe, Analyse, Explain, Provide Demonstration and Provide Positive Feedback to Players
  • Understand the course philosophy
The GAA is committed to implementing an integrated Coach Education Programme with a view to maximising participation, optimising playing standards and ensuring that players’ needs are catered for in a balanced way.

The course is designed to promote the development of the How to Coach skills through modelling of best practice, as demonstrated by the tutor, experiential learning and through the guided reflection on previous experiences – as a coach, player, official or parent – facilitated by the tutor.
Award 2 and 3
The Award 2 Course

The Award 2 Coach Education course is the third award on the coaching pathway of Gaelic Games. The course is aimed at experienced coaches that have progressed through the Foundation and Award 1 programmes.

In the same manner as the Award 1 course, the Award 2 course has been developed to take account of the different playing capacities that exist between children (up to 12 years), youths (age 13 – 18) and adults (age 19+) and the competencies that a coach is required to display when working with each of the playing populations. This allows coaches to further their knowledge, experience and capabilities when working with the various playing populations.

The Award 2 programme is currently being developed, and will be rolled out in September 2010.
The Award 3 Course

The Award 3 Coach Education course is the fourth award on the coaching pathway of Gaelic Games. The course is aimed at experienced coaches that have progressed through the Foundation, Award 1 and 2 programmes.

The Award 3 course will be rolled out in 2013/4.









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