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Levels refers to the structure of the training session by fun, Foundation, development, advanced and performance.

Fun level involves foundation movement, simple games and no pressure.

Foundation level has basic skills, consistentise of repetition and simple drills.

Development has an increase of challenges, a Technique improvements, a planned practices, and decidtion tasks.

advanced level has an increase on pressure based drills, a game environment scenario and tactical understanding.

performance level has an increase of Strength and conditioning, and focusing on developing your skills.

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We used two different balls one volleyball and the other a rugby ball.

Communication two players from each team were allowed to speak to their players and you only could throw the ball or kick into the net.

Behaviours Sir observed the game and refereed at the side of the pitch.

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There are so many responsibility of a coach.

A DBS is such a crucial record to ensure that the induvial are safe with the coach and that the coach doesn't have any criminal records.

First aid is an important role of the job ensuring that the players are safe to continue playing or that they might need to sit out .They access the injure by looking at it or bandaging it up.

Safeguarding is extremally important for every student as it keeps players safe and ensures a healthy wellbeing.

Personal connection is a very useful part of coaching as you need to have that bond between

Motivation is a really useful skill because you need to have the ability to encourage your players to continue even though they might face obstacles.

Leadership is important because it allows you to develop trust between your players which then it will make it easier for the players to follow your guidance. It builds players' confidence as they go out of their comfort zone especially when they haven't faced a new obstacle.

Equipment is a very useful tool, however it is vital that the coach understands how to appropriately use it. It allows for the training to be well structed and productive. Having access to the specialised equipment it focus on certain silks and ways to improve them.

Role model is a valued attribution as you want younger individuals to imitate your positive behaviours and actions. When the notice the behaviour they are very likely to copy.

Insurance is really important because it protects you from liability, so if a student gets injured then you will be backed up from the liability insurance. Not only does it protect you from complaints but supports you if get an injury.

It protects your business financially if you are unable to work or if your equipment is stolen and damaged.

It develops a stronger connection with your clients knowing you are insured.

Session Planning is important because it organises what training needs to be taken in place. It helps you achieve measurable goals. It thoroughly goes the lesson plan and is less time consuming.

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A coach leader guides a team to play, sets goal and makes decisions for the team. The coach deals with the logistics.

E.g The coach leader is explaining where and when the next match will take place and what they will need to take.

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Sports Counsellor offers emotional support and guidance. They are able to reassure and give advice.

E.g chatting to the players after losing to a game and providing reassurance.

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A sports instructor is teaching, demonstrating skills and tactics as well as the rules of the sport .

E.g The coach is demonstrating and explain how to exercise with the equipment.

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A2 coach Responsibilities Sports Communicator

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A2 coach Responsibilities Sports Communicator

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Sports Communicator has excellent communication skills they would be open and honest as well as giving information clearly.

E.g providing a team talk before the match to prepare the players.

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  A2 coach Responsibilities cleaning sports equipment

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  A2 coach Responsibilities cleaning sports equipment

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Cleaning the sport equipment is an import role because it ensures that the equipment is well maintenance and reduces the chance of developing bacteria.

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At SDC we ensure that first aid is proivde to check for any serious injuries. Once assessing the enjure we then decide if you are suitable to contiuing playing or not.

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As a group we had to observe what the main categories were.

This what I would observe in lesson such as skill development, improvement of technique, is it engaging.

The type of coaching behaviours to paying attention to including positive feedback, setting challenges, asking questions and positive affirmations.

What I should do as the observer:

Notice the layout of the pitch

Ask questions both to Staff and students

Notice how the teacher communicates to the students.

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Today in period 6 and 7 I observed the year 6. I participated in this lesson by supporting the younger students. I helped them practiced with their serving with shuttle cock and to improve the aim and hight.

I noticed that certain students were struggling to engage with the lesson and would often get distracted or were reluctant to participating . I communicate with kids to understand why they weren't taking part and suggest different ways to approach playing.

I observed how they interacted with her peers. Noticed that especially this age group tends to quickly get side tract particularly when they see an induvial is doing the opposite or looks more entertaining. They frequently need changes to the game in order to not get bored.

I found this coaching positive however was difficult to get everyone engaged.

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Today I observed a year 7 lesson of badminton. This is my second observation lesson of badminton .

I noticed that today the kids were more engaged with lesson than last week because they weren't getting distracted by their peers or by themselves!

Every individual was eager to participate with the lesson as they were asking questions. I supported the kids with their serving kills as they were unsure how to correctly serve and were having difficulties with it. With the additional support they became more confident, less hesitance and they wanted to keep continuing with the activity.

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Self determination theory is psychological theory on human's motivation and personality. This was developed by Edward L. Deci and Richard M. Ryan and was established in the 1980s. This about the individual’s behaviour which is self-determined and self-motivated. This has especially been applied for sports psychotherapy, education, health and work.

The flowing types of Motivation:

Extrinsic motivation which refers to doing tasks to purposely to gain an award or avoid punishment

Intrinsic motivation is doing something because of the

interest or satisfaction rather than reciving rewards.

There are three main Psychological Needs:

Relatedness refers to having a connection to others and a sense of belonging.

Autonomy refers to being incontroll of someone's behaviour .

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My ideal coach would be a resilient leader, a person who has attributes of a team player. They would always put their team first and ensure that every induvial succeed in every aspect of the game. A person that gives advice and helps improves their performance skills. A coach that is paients with their team members and can empathise with them. A coach that has effective communication is extremely valued as they can explain their ideas, thoughts and just clarrif any missunderstood information. A coach that is contionouslly positive no matter what knock backs they face still the coach motives everyone to keep plodding along.

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This was a mind map of what comes to mind when we think of behaviourism. After coming up with these ideas we then had a class discussions about behaviours and what are the consequences of good and bad behaviour. Sir asked about if we get rewarded for getting good grades for our GCSEs.

Then he asked if we misbehaviour what are the consequences for it.

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In this lesson we split into groups to come up with game . This is our plan for our game idea. Then we explained to the other team of the group our game. Once explaining the rules we played it together. We conditioned them with rules however not everyone stuck to them! If they flowed the rules then you were rewarded for good behaviour. If doing the opposite their would be conquences.

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Today in period 8, 7, I observed a year 9 lesson.

Firstly they started with a warm up which they were split into two groups, ones with bibs and other non bibs.

The ones with bibs had to run away from the other team where the non bibs had to try to remover their bibs off the. Once all the bibs where removed then the other team would switch positions. After this They focused on playing basket ball in two different teams .I was impressed how engaged everyone was because no one was getting distracted.

This age group were more competitive, enthusiastic about taking part and cheering on their team mates.

I notice that this year group particularly participated without hesitation. Individually the students would ask questions which reflected interest where as my previous observations lesson students had fewer queries.

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As a group we had to decide what equipment we were using, and how much space was required for a game.

We split into groups and induvial were giving roles. Our analysts were me, Joe and Oscar. The coaches were Georgie, Olly and Ben.

Each time had to explain there game to other teams and them take part.

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Today we where split into groups and each groups were given a situation. Our situation was an injured player. We thought of solutions for the person to still be able to participate. We came up with an idea that the injured individual could help plan the lesson with the teacher and discus ideas to develop a lesson. Avoiding contact from other players would be a huge priority to reduce the injury from progressing. This is where the safeguarding would take place to ensure the person is safe. They would observe the lesson in order to add improvements. We suggested for the person to referee for the team instead of the teacher taking part.

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Constraints led approach is a method for coaching and teaching which involves athletes to explore and develop their natural movement skills. It focuses on the induvial performance, the environment, and the skill. Today in the lesson we played a game together down in the courts using two different balls. It was similar to football but instead kicking the ball we rolled it on the ground. Then added rules where I had the ability to move with the ball with five steps then roll to other members of my team

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Health And safety Act (1974 refers to a law to ensuring that the working environment is safe for every individuals either employees or employers. This includes having training in first aid to prevent injures and the knowledge how to use certain equipment

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The Child Protection Act is a law that is designed to ensure that children are safeguarded and to promote welfare of children. Making sure that young children's voices are being heard and accounted for.

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A teacher is a person with specific qualifications. Who educates individuals with providing them new information and have access to gaining new skills that they can later apply in life. They organise ahead for lessons and plan what requires to be learned. This person supports their students learn and answer their queries.

Motivator is an individual that encourages people to behave or act in a particular way in order to participate. To helps teams to set goals and overcome barriers.

Planner choses when events occur and organises activities in structured format. They set clear goals, ensure that deadlines are met punctually and resources are used effectively.

A role model is an induvial that you look, up to that you inspire to become in the future. You admire their characteristics, skills and their success. E.g a celebrity or parents.

Evaluator is a person where they sum up all the key points by assessing the effectiveness of the performance. They provide feedback to the individuals so they can understand what eras need development or what was a success.

Analyst interprets data statistics thoroughly associated to to athletic performance which helps making decisions.

Organiser plans out events in a structurally format, ensuring that everything runs effectively.

Safe guarding recognises if an induvial is at harm either emotionally, mentally or physically. They monitor students' wellbeing by communicating to students, staff or police.

Mentor is a mature induvial that has knowledge and experience in coaching. Which they provide advice and support often to younger athletes.

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DBS is an orgations in the UK which helps recruitment of employers to ensure that employees are safe to work with vulnerable children and adults . This checks they have no crimal records.

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Equality Act (2010) refers to a law that prevents from discrimination, victimisation and harassment which are based on the nine protected characteristics. The following characteristics are :

Age

Disability

Gender reassignment

Marriage and civil partnership

Pregnancy and maternity

Race

Religion or belief

Sex

Sexual orientation

By having theses protective characteristics it develops the working environment to be more accommodating and welcoming for individuals.

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Today in observation we had two groups one of the groups played badminton and other went swimming.

Our group played badminton and today was their first lesson.

Mrs had asked if they had played badminton before however some had not. Firstly she had demonstrated how to hold a racket.

They started off practicing of hitting the shuttle cock over the net.

I had notice that some individuals were handling the racket with two hand instead of one hand. Once I had observed this then they corrected their hand position.

After having a taster of hitting the shuttle then Mrs had given the girls a visual aid of how to improve their hight by aiming to hit it over the white line. Once doing this exercise they girls become more confidence. This was a useful aid for the students because they could visualise exactly where to aim the shuttle.

Mrs had changed the groups by organising the students with similar abilities. This made the game more effective for the students. Some of the individuals were able to start a rally with each other however some need help from the teacher.

At the end of the lesson Mrs made the students reflect on their progress. Everyone had positive feed back and was happy with the out come of their lesson.

I thought that reflecting on today's lesson was a beneficial strategy to notice the pros and cons of the lesson.

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We discussed how to approach an individual with an injury. We communicated the steps that you would take in order to ensuring the player was safe to participate.

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GDPR is a law that governors how organisations process the individuals' personal information and how they collect it. It improves the control for the people and their own personal rights based on the data. This type of personal information describe above in the picture.

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Child protection rerefers to safeguarding children from possible harm and put in place polices and procedures, which develops a safe environment for them

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Chartered Institute for the Management of Sport and Physical Activity.

This is a charity and a professional organisation which works with groups of people to help become more physically active and help to support and encourage the whole of the UK to become more engaged in sports.

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 A2 Example of How A coach Ensures Safety Or Emotional Wellbeing

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 A2 Example of How A coach Ensures Safety Or Emotional Wellbeing

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JK leading the badminton lesson year 8 20 students.

One students arrived with a cast on his arm which shows that she had assets the injury. She recommended that he did not take part in the main lesson but practice using the racket with the other hand to avoid any further injury.

This shows an example of how a coach keeps the student safe and setting within the lesson and able to participate as much as possible.

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Today was the second lesson of Badminton with the second group.

Firstly they started off rallying with a partner. Straight away they became more confident with hitting the shuttle!

Mrs Kavanagh individually how many runs they got. One student answer “I got 30.” This suggests that in a week they have made progress in a short period of time!

Each group Mrs Kavanagh supported the students in their game with their paired partners, then corrected their serving .

After Mrs wanted the students to concentrate on their back shot. Before everyone taking part, she got everyone to sit on the side of the court to watch.

Then with a pair of students together they rallyed and then Mrs Kavanaugh Demonstrated a back shot.

After while she moved the students to different groups depending if they had made progression. Some of the students stayed in their groups and then she had come to give them the extra support.

Everyone was eager to participate in their lesson today.

To end the lesson Mrs Kavanagh played a game called Around The Word which is where Mrs stands behind the net and serves the shuttle to them and then they quickly run around the court.

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The coaching code of conduct refers to concentrating on the behaviour and expectation which is needed to develop a positive coaching environment. It identifies having the crucialness of a positive mind set.

Coaches dressing professionally which is suitable for the organised activity. Coaches reflecting responsibly by being punctual to their training and valuing people's time.

Listening effectively to ensure that every individuals' ideas are considered and appreciated.

Well structured lesson which is accessible for the individual and prepare for any alteration based on their needs.

Kindness and showing respect for one another should always be continued in frequent interactions which then will create positive bond between the student and the coach.

Positive affirmation rather then praise, focusing on participation and effort.

Creating engaging lessons for the individuals to participate and enjoy.

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We were given a scenario which involved a safe guarding issue. " A player arrives with a bruise."

This immediately raises a safeguarding concerns.

How a coach would approach this situation would gently communicate with student to understand the reason for the unfamiliar busing.

Gather information relating to the result of the injury but not investigate the situation but just listen. Determined if they feel safe in their environment. Come to the conclusion if action is required.

Contact the safeguarding lead and provide all the reported evident including, what you noticed, the actions you took and who you reported it to.

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Situation:

A hight talented induvial controls the activity whilst others are excluded. A parent shouts out loudly the instructions.

The Equality Acts refers that every induvial is entailed to be included and have fair access and inclusion to participation.

To ensure that the game is more balanced for both sides to avoid conflict. Provide differentiated task which will include every individual.

Communicate to the parent that this behaviour isn't suitable for a school event. Ensure they understand why shouting the instructions is unacceptable and would disturb the match.

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Situation:

Heavy rain has let part of the pitch waterlaoded and student arrived and started using the eare.

The pitch is dangerous for the students to participate. They could slip which would cause them to injure themselves. The equipment might be damaged to due to the weather and unable to use.

Safeguarding would take place, now prioritise the pupil's safety and remove them form their surroundings.

Health safety measure would be assets by checking the level of waterloging. Remove all the students from eare to drier location possibly indoor.

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Today Miss Kavanagh introduced what the aims were for the lesson today.

Having a rally with each and incorporating in a net shot and a back shot.

The students were split into groups and I was playing with one of them.

Everyone made huge improvements with their back shots and net shots.

To finish off the lesson they played around the world which focuses on their back shots.

Mrs wanted everyone to try serving under arm diagonally next lesson in order to improve!

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James Gee is a well known person in gamification particularly not developing itself but to theorizing the learning priceables in sport

1. Video games give learning opportunities through progressive challenges, immediate feedback, safe opportunities to get things wrong and problem-solving situations.

2. Gaming gives learning opportunities in a virtual world where it is possible to become part of the setting and have a reason for completing the problems

3. Being motivated by becoming better in a game encourages a player to master something rather than just receive praise and a reward

4. The game is made up of different aspects and situations which have to be navigated to achieve success. This is a valuable skill to develop as it represents real life situations which sometimes need several stages to solve.

5. When you become a character in a game there is the opportunity to visualise what it may be like to be that person

6. Making mistakes in a game should be a part of learning instead of punishing. It should be about feedback and ways to further develop.

7. This where the plays receive help in order to improve then once the player has gained confidence the support is removed.

8. Individuals learns more effectively when they are together

9. learning is best when it hands on instead of just listening

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what I have learned

Today we had a guest speaker that talked to us about carers in sports that Liverpool Uni offer and the different carre paths to take if you have achieved the certain grades. She described what a typical life at uni was like. What's it like to be a dyslexic student and how they would accommodate to your needs. How to blace uni life, work and tuition fees. loan

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Mrs Kavanagh wanted the group to focus on Back sots, net shots and Smash shots .

For the students that needed more support were given a different racket which is shorter and helps improve hand coordination .

Mrs made the students move different courts depending if they made progress . If they didn’t make progress, they would stay on the court and then the people who did make progress would move to the to other court . Each person were made to empire the other team and then rotate.

Mrs Kavanagh wanted everyone try to rally and not to use two hands for the racket. Whilst playing your need to continuously move your feet instead of standing, so score more points.

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The environment is when an activity takes place which imapcts how the game is played and how participants behave. Having different spaces provides advantages and disadvantages.

A gym is an indoor envioment proived with lots of equitment but has littmed space which and make activies appear crowed.

Outdoor pitches provide a space playing area which allows for larger games however is the pitch is exposed to umpredicbel weather. Resulting the pitches to becoming muddy or wet having a higher chance of an acident.

Grids is a smaller space to work in which helps sturctures the activities and provides the players an ares to work in.

An astro is unatural surface often enclosed souround and is used for no contact actives which helps keep the ball inside whilest playing.

Courts are soild floor surface which provides clear outlines and are spaceous.

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This mind map was all about how to understand a group as well as an individual learners.

Identify what they like including specific topics or learning methods.

How they approach the obstacles, changing the plan to challenge them without causing them stress.

How they socialise differently with 6 form when the teachers are present.

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The conept is the purpose of of the lesson.

The direction is the

Reducing feeling of boredom and instead make it interesting for the players.

Reflection including what the players are enjoing or what they dislike. What safety measures need to be put in place odere for inmprovemnet.

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Today was the last lesson of badminton for this group, then they will changed to to swimming.

Today’s objective was to incorporate every skill that has been taught and just to play game but with different players.

If your score is even then you serve from the right side of the court however if the score is odd then serve to the left.

Lastly to finish off the lesson they played Around The world which focuses on hitting the shuttle.

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Tone & volume creates the energy in the situations.

Meaningful sayings (Affirmation) which develop a positive mindset before starting a game.

Instructions provide a clear guide, reduces confusion or mistakes.

Creativity increases the engaged and motivation.

Summary, having the time to reflect on the outcome and if there were any erars to further develop.

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Positioning concentrates on how individuals are placed and organised within an environment. It add purpose to the game having a clearer understand of what is expected in the game. It prevents unwanted injures as everyone has awareness of were to go.

Instructions explains the rules of the game and helps guides team members. It structures the game well as hights what are the expectations.

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This was about planning a lesson and what equipment would be required.

Where the lesson would take place either outdoor or indoor.

The different types of equipment and what was the perouse e.g a small racket to help with coordination.

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Around The World

One player stays on the otherside of the cort

whiles others line up on the oppest side. Then the ray starts, the player on the oppest side hits the shuttle to the person

Umbrella badmintion

One person in the middle

people surounded in the shape of semi circel.

The person in the center serives the shutle to the outter people. Once served to the last person, then the player is removed from the cernter to join the staring of the line.

Mini-Court Defense

use half of the cort , two player attack whilset the other player defeneds. The single player tirest to keep the suttle up.

Target Serving Challenge

Provide two hoops he four corners of the service boxes. Player turns serving to hit the targets. 3 points for hitting a hoop and 1 point landing.

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This assess the potential risk factors how they serious they are and what needs to be put in place to prevent the risk from happing.

If the risk were high, medium or low. What are the possible out comes like a sprain or fracture. stagiest to help reduce it including warm ups, appropriate food wear, frequently checking the equipment and ensure the environment is safe.

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This is a lesson plan me and Amelia created together and then delivered it to other group.

Level one was the foundation level with basic instructions.

Level two slightly more challenging.

Level three is the hardest with the most instructions.

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Learning Aim b coaching behaviour and impact

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Learning Aim b coaching behaviour and impact

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Table 4 communiation in coahing learing aim  b

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Table 4 communiation in coahing learing aim  b

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Table one role of a coach learing aim a 

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Table one role of a coach learing aim a 

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Coach Challenge Training

Challenge the three players who are achiveing and maybe get them to demonstate to the others. Afterwerds get the players to relfct on their progression in the sesstion.

Coach Challenge Before Training

Get the players to devolope their own settion plan.

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I have now observed sesions and I have gained expericed from watching the coaches teache the group. I am currently planning sessions for me to devlier however I am feeling anxious about it.

Where I Think I’m Heading

Trying to complete the 5 organised lessons and to develop my confidence as a coach. I also need to evaluate each lesson carefully to ensure that the students are progressing with their skills.

What Might Disrupt Me

Planning sessions for me to deliver to a class then the lesson get's cancelled.

Feeling anxious about organising and communicating my lesson in front of a group.

Being mindful that behaviour remains positive and all the group are engaged in the activity.

How I Will Adapt

Find solutions to go ahead with the planned lessons. For example:

Find free slots so that the lesson can go ahead at a different time

Communicate with the teacher about my situation

Adapt the lesson and keep the pace to ensure that the group remains engaged.

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Mrs Kavinar ensures that students have the opportunity to work alone whilst still being supported in a safe environment.

The internal door is locked by JK so that only her group has access to the space.

JK is aware of all students’ ongoing injuries and any personal information for each student which could affect their learning and engagement in the lesson.

JK will then plan and adapt appropriately to the situation.

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Distributing different sized rackets to individuals.

Providing extra support and guidance to students who may need extra time to understand instructions.

Pairing students of similar ability.

Providing support to individuals who may need extra guidance to maintain concentration and show positive behaviour.

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During each lesson, JK demonstrates their health and safety by:

Correct use of equipment.

Using space safely.

Wearing correct clothing for the activity and to help protect the space.

Continual observation to ensure that all students are on task and engaging in the activity. Any poor behaviour is stopped immediately.

Ensuring that all students are listening, aware of, and understand instructions.

Giving regular reminders about behaviour expectations.

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I thought that the sturcutre of my lesson was well organised.

I enjoyed pariciapting the in warm up because I observing that the students were having fun whilest playing the games.

If I was to change the lesson would be to improve on my tone of voice so everyone could hear me.

Support everyone in the group preferably not just the girls and to be more confindent when approaching the boys. I had observed that the girsl are willing to recive help where as the boys are reluctant to accept help.

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This was playing the umbrella badminton Game.

Split class into groups of four.

Player 1 serves the shuttle across the net to Player 2, 3 and 4 in turn. Each player has to then return the shuttle to the player 1.The group, then move around and the game continues with each person taking it in turns to be player1.

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This was the warm up it inculded standing side bend standing quads stretch, cross-body arm stretch, lunches, and touching toes stretch

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This is how the Umbrella Game works

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I have only completed one lesson so far and I thought that my lesson was filled with energy and motivation.

participants have responed the best when I provide them with insturctions and they went ahead with without hesiating.

Feedback I have recived was that the participants would like to run around the cort as they did in the warm up. I reicvied Feedback from Mrs Kavinar whilest observing my sestion was to be changeing the tone of my voice

I thought organsion my lesson was well structured. The games was enteriang for the players.

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Coaching Strengths

I have taken part in observing badminton lessons which gave me the sight of the badminton.

Organising my lessons well with using my 1-1 to help me stucture my plan .

Noticing when players are struggling and can provide them support when needed.

Reflecting on my sessions and noticing where there are eares to improve on for next time.

Able to adapapt to my lessons when the plan does

“Level up”

Areas for me to improve as coach would to be develope my condidene when delivering the lesson. Consistly reviewing my planned lessons to add further improvements.

To go out of my confident zone by coaching multiple sports.

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Badminton Session – 26/2

Tara was very well prepared for her lesson. She had her lesson plan printed, with clear notes and highlighted sections to guide her through the session. This preparation showed in the smooth delivery of the lesson.

At the start, Tara gathered the group together and clearly explained the session plan step-by-step, ensuring the students understood what they would be doing. She led the warm-up effectively and participated in the stretching activities, which helped model good practice and encouraged student engagement.

Tara then split the group into pairs to practise their serving skills. During this section, it would be beneficial to circulate more consistently around all groups to check understanding, offer individual feedback, and provide tips to help students improve their technique.

The progression of activities was well thought out. The serving challenge game (serving closest to the château) was particularly engaging — all students were involved and demonstrated a strong competitive spirit. The transition into the “umbrella” game was creative and effectively linked serving and rallying skills together. The session finished with a game of doubles, which allowed students to apply the skills they had practised. Overall, the lesson flowed well and students remained engaged throughout.

For development, reflect on your communication while delivering the session. Consider whether your voice projection was strong enough at all times. Could you vary the pitch and tone of your voice to maintain attention? Building confidence will naturally strengthen this, so view this as a development point rather than a criticism. When regaining attention, raising your voice slightly and using clear signals will help. Additionally, try to move around the entire space more consistently to ensure all groups receive equal feedback and support.

You worked particularly well with the girls’ group — now aim to circulate evenly across the whole class to maximise learning for everyone.

Overall, this was a very well-run session with clear planning, good engagement, and logical progression. I look forward to seeing how you build on this in Session 2.

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This was when I was asking how many rallies they got which the mojarty of them got more than 10 as this was the aim.

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I thought what went well was getting the equipment before hand and not just  interacting with the girls but communicating  with the boys and provided  them support.

I enjoyed observing them whilst  playing the game involving using the  yellow, red blue bibs where they would take turns chasing each other.

What I need to improve on would be changing my tone of voice so everyone could hear me.  Delivering my instructions to the class  clearly  so they could understand them .

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One importan area for devleoping in my coaching would be confident in teaching my lessons.

How I will improve my confidence would to be reflecting on my session and identifing the postive aspects of my lessons. To conntinue planning lessons so each time I delivere the sesstions I become more confindent in my ablillty to communination the aims.

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Anti-discrimination is such a crucial part of coach because every individual deserve to feel safe, respected in their session no mater their race, ability or gender. This ensure that participants have access to every opportunity.

In coaching this appeared when we support participants who have learning needs such as ADHD that struggle staying engaged with the lesson.

A good assistant coach would ensure that everyone is treated fairly and adapt actives for those with learning needs making it more inclusive.

My responsibility is to support the main coach and that every participates felt able to take part in the lesson. This impacts the participants positively resulting them to feel comfortable and respected.

This supported the coaching team by developing an inclusive environment.

The evidence for this would be players participating in the activity and staying engaged during the lessons as well as communicating with the coach if they are finding the lesson challenging. If this was being ignored the result could be players feeling disrespected or reluctant towards the session.

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What Could go Wrong if Discrimination Was  Ignored?

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What Could go Wrong if Discrimination Was  Ignored?

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Individuals feeling disrespected due to being treated unfavourable which might cause conflict from players and complaints from parents. Resulting students to leave the group after negatively impacting them.

Participants feeling excluded resulting not having accesses to opportunities like others.

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Safegarding is important because it enures that players and safe during sestions. This protects coaches and pariptants which develops a safer eniroment where players can particpate in thier activies without any concers or injures.

In our coaching this appeared when we identife the enivorment for any dangers and if participants were misbehaviouring then would be stopped to reduce acidents from happening.

A good assistant coach should be concous about any postibel risks and make sure that the souranding is safe for the indivudals to participate.

My responsibility was to decreases the chance of risk and to make the lesson ejoyable without worring about risks.

This affected participants by helping them feel confident and safe whilest taking part in thier activivty.

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If safeguarding was ignored players wouldn't be protected.

Abuse could happen without being noticed or reported.

Allengation could me made agints the coach eventhough nothing inappropriate happened.

Players feeling uncomfortable not the accesse to express how they are feeling.

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Health and safety is such an important role in coaching because it ensure that partipants are safe in their sourounding whilest taking part in thier activity.

It reduces the chance of injures and preperes staff to emergencys. This protects players from possible injuries and reduces the staff from being blamed for acidents.

In our coaching this apperas when we devleop a gym sesstion where students would compete againts eachother by throwing a medicine ball to see how far can you can throw it.

A good assistant coach should enures that the evoirement safe from dangers and frequently cheching the eqitment.

My responsibility was to asses the lesson in advance to identife any possible risk which causes harm.

This affected participants by suporting them participant in an enviorment that is safe without any injures happening.

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Sharpen and refresh coaching skills

Develop greater understanding of the sport

Provide ideas to continue to engage the students and help them to thrive.

Courses: https://www.ukcoaching.org/courses/elpcr/

1 .How to plan, coach, reflect: coaching with confidence and developing the practise of effective planning, coaching and reflection : elearning £15

2. Developing physical wellbeing within your practice: to learn about how you can support students establish good habits and improve their physical wellbeing: elearning £15.

3. Developing your role as a coach: to develop a greater understanding of your role as a coach and how this can impact and support students you are coaching. Elearning £25

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How to: Plan, Coach, Reflect - UK Coaching

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UK Coaching | The ‘How to: Plan, Coach, Reflect’ eLearning module helps you understand the principles behind the foundations of coaching, a variety of planning techniques, practical coaching tools and how to reflect in and on your coaching practice.

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How I am going to Become A Better Coach 

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How I am going to Become A Better Coach 

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Using my feedback from my coaching sesstions to develope my coaching skills.

Observer other coaches to see how they teacher diferent age groups.

Listening to podcasts about coaching.

Look at the Uk coaching courses to develope my coaching skills.

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Free play involves students to freely play any games without the teachers interfering. It gives them the opptunity to be creative and not follow a stuctrued lesson plan.

I observed a free play lesson everyone played together regardless of the gender. They developed their own ideas and rules.

The teacher would observe them whilest playing.

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Learning how to plan is an extremely useful skill because it prepares you as coach. By organising lessons it provides the sturcutre of lesson reducing any problems.

Reflecting is benficel skill because it allows you to be mindfull of the lesson to notice the positves and negtives. Having the opptunity to notice where the areas of improvement and what keep.

Developing physical wellbeing is curiciel because it helps students staying healthy and producing postive habbits.

Developing your roles as a coach is important becauses it provides you an insight into how to coach students and how it benifits them as indiviudals.

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Today was my first lesson in cricket, I was unfamilar this type of sport as I have been curretly teaching the year 7 badminton. Instead of having one group of year 7 I had three groups and had to repeat the skill 3 times.

We were foucusing on bowling (under/overarm) and batting the ball. This lesson was less structured than the previous ones I have done before.

I was surprised that the majority of student in the three groups I was teaching were confident in their bowling and batting ability.

I feel that the structure and preparation for this lesson would have been betterI knew that I was going to be teaching the 3 groups before the lesson started.

Things I feel went well:

The initial warmup exercises and the game because everyone was participating and follwing my instructions. I would have prefered to have had the opportunity to complete this part of the lesson with the whole class and not just one group. (Time contrainsts meant that I could not repeat this activity with the other 2 group)

I felt that my instructions were clear beacuse all the students seemed to be follwing them and progressing well.

My confidence increased when I repeated the activity with the other groups

Things that could be improved:

Developing a better understanding of the skills needed to play cricket. Therefore I will research this more and ask the sports department questions before the next lesson.

I feel as though my coaching would have been better if I had known in advance about what to expect in terms of the lesson organisation and how the students would be grouped. Therefore, before the next lesson, I will check the expectations and ensure that I have all the equipment that I need and a good understanding of how the lesson will run.

I feel that I could have projected my voice better as, on this occasion , I felt a little nervous as I was unsure about what I was supposed to teach. Next lesson, I will know what to expect, have more confidence and be able to project my voice better.

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Self determination:

Engaging

Rewards

Agency improve lesson adding points

Challenge applying new ideas adding rules

Context situation

Positive affirmations

Feedback

Constraintion :

Change the environment, using the space

Different equipment e.g ball, batt,

Applying rules depending on the game

Gamification:

Adaptation game (accessible)

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Today this was my second time planning the cricket lesson for year 7s. I felt more confident with the lesson as I knew what to expect. Beforehand I had organised the required equipment for the lesson which layout nicely.

Whilst staring off with the warm up and the dragon game I did as a whole group instead of just doing it with one group. I enjoyed seeing every individual participating I everyone had the opptunity to access this because the first time the two last group had the chance.

With the dragon game I applied rules to the games to give the participants a goal to focus on including everyone had to try and grab the most bibs of each other without losing theirs. This had developed the game to be more engaging.

My tone of voice was slightly better however is still an area of development. I noticed that depending on the volume of my voice they would responded different which is area that needs to be improved on.

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This was the them playing the game in three groups, in each group this included one batter, one fielder, and one baller which once everyone had played their part they rotated their roles.

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My super coaching strenght would be:

reflecting on my planned sestion

identife where (arese for developement. )

e.g the sturcture of the lesson

Organising myself

paripant impact:

Applying goals for the paricipant work on

benited them ejoyable for the pariciapnts

My main area for improvement would be :

tone of voice

Getting a responce from every indivuals

clear and confident voice

self condidence in abilty as( a coach)

Interacting with them e.g (asking questions) why

Developement route

Applying goals for in game in lessons

make it more enjageing

communciating for feed back from co coach

Reflective honesty :

Unfamilar with Cricet

out of confort zone (first time coaching)

Frequently Ask for the coaching feedback

speciff aerea for me to work on

Devleopment rote planning :

Going on courses to get a (insight into coaching)

Devleoping myslefe as a( coach)

Next Session furture:

Frequently interacting wiht my co coaching

increase interaction with the paricipants

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Today was my last lesson of coaching cricket.

We started off with stretching warm up, then played the dragon game. I thought that stretching had benefited them as gave the participants the opportunity to be mindful and regulated.

This week I had a much smaller group consisting of 12 players, and we played the dragon game twice. The first time playing everyone participated independently where as the second time I split the group into two groups and then worked together. For the first round if they were caught they were removed from the game were as the second time the game was continued playing in the assigned group once every had caught each others bibs. At the end I asked how many bibs the got. The goal was to see which group got the most bibs.

Afterwards had the two groups playing continuous cricket and added in points if they got the ball into the net or would lose points in the ball went over the net.

I received positive feed back from the participants saying that they enjoyed the dragon game.

An area of improvement would be going with the flow as I tend to like to follow my structured plan. By going with the flow it reduces the time explaining and helps decreasing frustration .

I challenge would be that my co coach wasn't present today which I had to adapt to that. Overall I thought the session went well even thought it had it obstacles.

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The Difference Between a Techique And Skill 

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The Difference Between a Techique And Skill 

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Technique is a particular way of approaching something in order to achieve the result.

e.g A coach teaches a participant to bend their knees and follow through with their wrist when shooting the ball into the net.

Skill is a learned ability to perform developed through practice.

e.g. A participant could dribble past players while maintaining control of the ball during a basketball match.