# data[].attributes.attachment_link.title
8 Fun Football Games for Kids: Have Fun and Learn

# data[].attributes.attachment_link.description
While teaching football to kids can be challenging, especially when teaching young children, some fun football games for kids help get them excited to learn.

# data[].attributes.attachment_link.title
Fun football games for kids: 5 drills they will love

# data[].attributes.attachment_link.description
Looking for fun football games to keep the kids busy? Here are 5 super simple ones for children of any age.

# data[].attributes.headline
Even more football games for younger ages

# data[].attributes.subject
Even more football games for younger ages

# data[].attributes.body
Not to be confused with Multi-Sports... multi-skills are the core, or key techniques and skills required to go on and play a variety of sports.

Moving, Sending, Receiving, Controlling, Manipulating, Striking

Can't catch won't play - Basketball, Netball, Handball, Gallic football, Ultimate Frisbee, cricket

# data[].attributes.attachment_link.title
10 Benefits of Multi-skills Coaching all Coaches Should Know - UK Coaching

# data[].attributes.attachment_link.description
Spending some time during coaching sessions on improving balance, coordination and agility can pay huge dividends when working with children and young people

# data[].attributes.body
This link will take you to an FA article on the practice spectrum. This will help you think about your practice design, where does your practice sit on the spectrum and why?

When thinking about your practice design, consider the following...

Age of the children attending.

Their reasons for being at the session, and what they want to get from it.

Is the session focusing on participation, performance, fun, introducing the sport, developing the sport, a technical or skills focussed practice, or is it building towards a competitive fixture?

STEP Principles.

The practice spectrum is a useful tool for building an understanding of why you are running a session in a particular way, and where it sits in relation to the game. This means, repetitive or constant drills that require low cognitive engagement to be successful, are probably okay in the short term, but this type of practice is questionable when we think of long term player development.

Random or game based practices, combined with scenario's or constraints on the game - 'must make x number of passes' as an example, are great, providing the numbers on the teams are low. Large games, with the age groups we mainly work with are very hit and miss in my experience. Normally dominated by the most athletic or skilful players, those who don't always meet this criteria can be left out or not be overly involved in the play. This requires the coach to note the children's body language and movement within the game, this is normally a fair marker for how they are feeling.

Small sided game of 1v1, 2v2, 3v3, 4v4 and up to 5v5 will provide an overall better game experience for the majority of players within school based sessions. You can always give the children the choice.

# data[].attributes.attachment_link.readable_text
Towards the spectrum's left, practices focus on helping players develop their technique. This is about the mechanics of an action. For example, how a player passes, dribbles, shoots or turns.

Towards the spectrum's right, practices focus on helping players to develop their level of skill. This is about using a technique in the right place and at the right time. To work on skill, players need to experience a realistic football environment.

Below, we explore each area of the spectrum in more detail.

This type of practice involves no opposition. These can be solo activities, for instance where players learn to master the ball, or where everyone is on the same team. For example, a simple game of two players passing the ball to each other.

Unopposed practices are great for working on a specific technique (like short passes). However, they aren't the most engaging of activities.

# data[].attributes.attachment_link.description
Some practices help players to work on their technical ability. Others allow them to put their skills to the test in a real game. Here, we look at how to use these different activities with your team.

# data[].attributes.body
Most of the classrooms in schools possess an interactive white board which has access to the internet. If you speak to the teacher or school office, they will be able to open this up to you. Kahoot and Mentimeter all have a quiz function, and quite often have quiz templates available for you to access.

# data[].attributes.attachment_link.description
“International Sport Coaching Journal” published on by Human Kinetics.

# data[].attributes.body
In main stream schools, the terms FUNdamentals and Multi-skills are used to establish the foundation to go on and be able to play different sports. They focus on developing the A,B,C's otherwise known as Agility, Balance and Co-ordination.

Multi-skills may involve catching, sending, receiving, moving, dribbling and striking an object and are the the base to go on and play games and sports that require hand / eye + foot / eye co-ordination and spatial awareness.

This is borrowing from a model created by Istvan Balyi who coined the phrase Long Term Athlete Development. In this model, FUNdamentals and multi-skills form the early years learning programme.

Our activities and games will draw upon these principles.

# data[].attributes.body
Working within the

Active Start and FUNdamentals phase of early years learning

# data[].attributes.attachment_link.readable_text
Long-term athlete development (LTAD) represents a big shift in the way sport is delivered. But what is it and should you be adopting it?

LTAD was created to improve the quality of sport and physical activity so that participants could realise their potential, whatever it may be. This article features the basics of the model, key factors and limitations. It has been adapted from Long-Term Athlete Development.

What is the long-term athlete development?

The original driving force for Balyi and Way's LTAD model was to improve the quality of sport programmes. The idea was to enable all participants to reach their full potential.

It is the planned, systematic and progressive development of individual athletes. It's also referred to as long-term participant development or long-term player development (LTPD). LTAD is the answer to one fundamental question:

What needs to be done at each stage of human development to give every child the best chance of engaging in lifelong, health-enhancing physical activity? And for those with drive and talent, the best chance of athletic success?

Effective long-term athlete development focuses on what's best for the participant throughout their life. Rather than short-term gains and early success.

The aim of the model is to address any shortcomings and resulting consequences that hinder the current system. As well as providing positive experiences for all participants.

LTAD model explained

The LTAD model is a seven-stage framework. It guides the participation, training, competition and recovery pathways in sport and physical activity. This is used from infancy through all stages of adulthood. The seven stages are:

1. Active Start

2. FUNdamentals

3. Learn to Train

4. Train to Train

5. Train to Compete

6. Train to Win

7. Active for Life

LTAD focuses on the needs of participants and their individual stages of development. It also provides a point of reference for coaches, administrators, parents and sport scientists. The model recognises both participation and performance-orientated pathways in sport and physical activity. It also comes after the fun-based development of physical literacy in the early years. The framework also provides guidance to improve the quality of sport and physical activity by helping children become physically literate.

Athletes under the LTAD model experience developmentally appropriate training and competition programmes at all ages. This increases their participation and optimises performance. People also develop physical literacy during the first three stages of LTAD. This allows them to move on to the later stages (Figure 1.3).

Figure 1.3. Basic sport for life LTAD rectangle

The model also recognises that people go through stages of growth and development from birth to death. At any stage, a range of physical, psychological, social and environmental factors can affect the ability to participate, train and compete in physical activity.

Key factors of long-term athlete development

This seven stage model is built on the following 10 factors:

1. Physical literacy

2. Specialisation

3. Age

4. Trainability

5. Intellectual, emotional and moral development

6. Excellence takes time

7. Periodisation

8. Competition

9. System alignment and integration

10. Continuous improvement

Any organisation interested in using the LTAD model in their programming should use these factors to teach parents, coaches, administrators and participants about the benefits of the model. We've detailed each factor below.

Physical Literacy

A much talked about topic in physical education and sport, physical literacy is key to the LTAD model. It focuses on mastering basic human movements, fundamental movement skills and foundational sport skills. It supports long-term participation and performance to the best of an individual's ability.

Photo by Mary Taylor from Pexels

Physical literacy focuses on mastering basic human movements, fundamental movement skills and foundational sport skills.

Physical literacy is the cornerstone of both participation and excellence in sport and physical activity. For more information on physical literacy see our article What is physical literacy and why is it so important?

Specialisation

Specialisation in sport occurs when athletes limit their participation to a single sport. They train and compete in this sport year-round. Sports can be divided into early and late specialisation. In early specialisation sports (mostly acrobatic and artistic sports such as gymnastics, diving and figure skating) early training (by ages 5 to 7) is necessary for future excellence. However most sports are late specialisation and some even very late specialisation. Although, it's important to remember that the time to specialise for each sport is unique. Late specialisation sports include football, hockey and basketball. Elite levels can still be mastered as along as specialisation begins between ages 12 and 15. It's also essential that these athletes have already acquired physical literacy.

Age

Children develop at different rates. When considering training, competition and recovery programmes for athletes, regardless of the LTAD stage, coaches need to consider the age of the athlete. However, this can't just be done by checking the date of birth. A number of age categories must be considered. These include:

Chronological age - the number of years and days since birth

Relative age - the differences in age among children born in the dame calendar year

Developmental age - physical, mental, cognitive and emotional maturity

Skeletal age - the maturity of the skeleton based on bone development

General training age - the number of years in training and sampling of sports

Sport-specific training age - the number of years since the athlete specialised

For more information on maturation see our post Maturational threshold in young athletes - are we missing the point?

Trainability

To create optimal training and competition programmes, coaches and teachers need to be aware of the sensitive periods in which training for different body systems have optimal effects. These different body systems include stamina, strength, speed, skill and flexibility.

Intellectual, emotional and moral development

Children develop intellectually, emotionally and morally at different rates. For every child, one or more of these factors could be advanced or still developing. This variation in the rate of development affects a child's capacity to make decisions and deal with the strong emotions that are part of the sport experience. It's common for children to be at different stages of their development. Therefore coaches and teachers need to be aware of how this can affect training and competition.

Excellence takes time

Research has suggested a minimum of ten years of practice is needed for experts in any field to reach elite levels of performance (Ericsson et al., 1993; Ericsson et al., 2007). However, others believe that talent is based on genetics and can be nurtured at an accelerated rate. Regardless of whether a young athlete is talented, many years of training and practice are required to help them become the best in a sport.

Periodisation

Periodisation is time management in sport. It ensures that the right kind of training is done at the right time. It sequences the training components into weeks, days and sessions. It's also situation specific. This depends on the time available to bring about the required training and competition improvements.

Competition

Competition drives actions in sport. Coaches instruct based on competitions and generally, we determine the success of things based on the outcome of competitions. Therefore designing developmentally appropriate competition is key to LTAD.

Photo by RODNAE Productions from Pexels

Competition is one of the key factors of LTAD.

System alignment

Being involved in sport and physical activity exposes participants to a variety of settings and situations that can collectively be defined as a system. System alignment from an individual's perspective provides a guide for parents and athletes to consider as they progress through the LTAD pathway. The alignment of systems from an organisational perspective is how the four key sectors of health, education, recreation and sport interact with. LTAD is athlete centred, coach driven and administration, sport science and sponsor supported.

Continuous improvement

The concept of continuous improvement, something which is key to long-term athlete development, is drawn from the Japanese philosophy known as kaizen. Kaizen can be translated as 'improvement' or 'change for the better'. The world of sport and athleticism is changing all the time and for it to keep up, continuous change needs to be made. Change can be difficult, however taking no action to improve sport can result in declining participation, increased obesity and other issues.

Limitations of LTAD

These ten factors are key, however, they're not the only ones that influence the long-term development of athletes. Additional factors include genetic predisposition, social support for involvement and access to financial resources. All of these can have an impact on both development and performance. Therefore, it's likely that with increasing knowledge, details of these factors will change over time.

A more fundamental limitation of long-term athlete development is that very little is known about the ways various factors interact. Or, even how changes in one factor can affect another.

Additionally, there is still a lot to be learned about individual variations in response to training. For example, we don't know whether people with different genetic makeups respond differently to different types of training at different points in maturation. As this knowledge becomes available, it could change our view of the optimisation of training.

Another criticism of LTAD is the lack of proof that it's better than the 'old' way of developing athletes. In one way, this is true. Firstly, there is no single 'old' way of developing athletes. There is just an accumulation of practices and activities passed down within every sport. Secondly, no real-world experiment could ever be conducted in which young athletes are assigned to traditional or LTAD development pathways for the amount of time needed for full development. What we do understand are the many problems with the unsystematic athlete development systems currently in place. LTAD is designed to eliminate as many of those problems as possible. It's a model that relies on face validity. The question based on what we know about children and about sport is: does it make sense?

Summary

With obesity and inactivity rates still high, it's time to act. Long-term athlete development can serve as a catalyst for improving the quality of sport by challenging the underlying beliefs and theories that have stopped it. When children enjoy activities they're more likely to engage in them. LTAD is a guide that starts by instructing parents about the sports their children could participate in.

All of us face big challenges in being and staying healthy. However, this model is a tool everyone can use to improve the quality of sport and physical activity. Using the key factors outlined coaches, teachers and parents can develop physically literate children, world-class athletes and healthy, active people for life.

Further reading
Long-Term Program Development (LTPD): An Interdisciplinary Framework for Developing Athletes, Coaches and Sport Programs Reconsidering Long-Term Athlete Development on Coach Education: An Illustration from Judo Conditioning Young Athletes
Header photo by Gustavo Fring from Copy

# data[].attributes.attachment_link.title
What is the LTAD model and should you be using it?

# data[].attributes.attachment_link.description
Long-term athlete development (LTAD) represents a big shift in the way sport is delivered. But what is it and should you be adopting it? LTAD was created to improve the quality of sport and physical activity so that participants could realise their potential, whatever it may be.

# data[].attributes.body
Start with the whole (game) for the first part of the session and then stop on focus on a certain skill and practice that, then get back into the game

# data[].attributes.body
This resource is available from Sport New Zealand, and will appear and open in a MS Word document

# data[].attributes.body
15:10-16:20

Oswald Rd, Bournemouth BH9 2TG

Monday: Basketball - Jacob & Max

Tuesday: Cheer - Becky & Isla

# data[].attributes.body
15:00- 16:15

Baden-Powell and St Peter's Church of England Junior School, Mill Ln, Poole BH14 8UL

Tuesday: Basketball

Head coach: Jacob E

Assistant: Max E

# data[].attributes.body
Moordown St John's, Vicarage Road,BH9 2SA

1500- 1615

- Monday - Netball Sarah

- Wednesday - Cheer Alice

- Thursday - Basketball ⁨Dan to lead with Max Elliott⁩ supporting

# data[].attributes.body
SportBU Talbot Campus BH12 5BB

Monday: Multisport- 14:00-15:00 (7-12) & 15:00-16:00 (13-17)

Head coach: Layla

Tuesday: Fundamentals 13:00-14:00 (5-7)

Head Coach: Ava

Thursday: Football 10:00-11:00, Badminton/basketball 11:00-12:00

# data[].attributes.attachment_link.readable_text
Codes of Conduct
These Codes of Conduct are intended as guidelines for all those involved in the sport of basketball. All such individuals have the responsibility to act according to these guidelines ensuring that basketball provides safe, fun and inclusive opportunities for people to participate in.

All persons, regardless of age, gender, ability, disability, ethnicity, religious belief and sexual identity have a right to play basketball in an enjoyable and safe environment protected from abuse.

Young players, adults at risk and everyone involved have a right to expect appropriate support in accordance with their personal and social development with regard to their involvement in the game of basketball.

All those involved in the planning, development, management and delivery of basketball to children, young people and adults at risk have a duty to ensure that all participants are:
Breaches to the Codes of conduct may result in disciplinary action from BBF

Embedding British Basketball Federation's Mission and Values

The British Basketball Federation is committed to enabling a safe, inclusive and welcoming environment across our sport. Our mission to transform people's lives through basketball threads through all aspects of participation; from training to competition, supporters to
players, from domestic to international competition.

Our values symbolise our unique DNA and the culture of British Basketball Federation- the values of pride, grit, united and drive, will be considered in the execution and interpretation of all policies and governance.

British Basketball Federation's policies support the delivery of world-class governance across the sport and enable the realisation of our commitment to safely and inclusively engage with all participants and deliver both the mission and values of this outstanding sport.

Personal Data will be handled during the implementation of British Basketball Federation's policies. This Personal Data will be managed in line with British Basketball Federation's Privacy Notice.

Please note that there will also be instances where personal data will be shared with third parties outside of British Basketball Federation, either in carrying out our legal responsibilities or in retaining professional support.

Where the implementation of the Policy concludes in the imposition of sanctions, the individuals name, violation and sanction will be shared with interested parties (inside and outside of the sport) and via the British Basketball Federation website.

Code of Conduct for Coaches
Principle Actions that Coaches should have following Rights:

Create an environment free of fear and harassment for all participants

Educate athletes as to their responsibilities in contributing to a safe environment

Direct comments or criticism relative to performance and not the participant

Encourage athletes to accept responsibility for their own behaviour

Be fair, honest and considerate to participants

Recognise the rights of participants to be treated as individuals

Consider the athlete's future health and well-being as foremost when making decisions

Promote the concept of a balanced lifestyle, supporting the well-being of the athlete both in and out of the sport

Promote the welfare and best interests of their athletes

Ensure that training and playing demands are reasonable dependent upon the age, maturity, experience and ability of the players

Maintain appropriate confidentiality in line with guidance

Consider own and fellow participants health & safety prior to attending and during basketball activity

Relationships: Responsibilities - personal standards Responsibilities - professional standards:

(1) agree to be bound by the NGBs anti-doping rules, and
(2) will cooperate with Code-compliant anti-doping investigations and proceedings.

Communicate and cooperate with other organisations and individuals in the best interest of athletes.

Abide by BBF Policies, Procedures, Guidance and Competition Rules

Read and implement good practice as laid out in the BBF Safeguarding Policy, Procedures and Guidance

Declare any history or instances where you were disciplined, dismissed, cautioned, warned or convicted of any offence relating to children/young people/adults at risk

Have a knowledge and commitment to equality and diversity issues

Operate in accordance with the BBF Equal Opportunities policy

Never intentionally deceive BBF for Examples include falsifying personal data, deliberately using a photograph of another person, deliberately using another name other than that which is listed on official documentation such as a passport or birth certificate

Never mislead or misrepresent themselves, their club/organization or the sport in any communication, action or expression of opportunity, that might be construed as an act of intentional misrepresentation including but extending beyond Classification

Eligibility.

Code of Conduct for Officials Principle Actions Rights Officials should:

Protect everyone involved in the game from verbal or physical abuse and threatening or intimidating behaviour

Be fair, honest and considerate to participants

Recognise the rights of participants to be treated as individuals

Maintain appropriate confidentiality in line with guidance

Be fair, honest and unbiased

Consider own and fellow participants health & safety prior to attending and during basketball activity Relationships Officials should:

Develop appropriate working relationships with participants, based on mutual trust and respect

Not communicate directly with children and young people aged 17 and under by phone or social media

Maintain professional boundaries with participants

Not engage in behaviour that constitutes any form of abuse or harassment (physical, sexual, emotional, neglect, bullying etc.)

Not engage in sexual activity and/or have an intimate relationship with anyone aged 17 and under

Familiarise yourself with the signs/indicators of abuse and report all concerns to the, BBF Lead Safeguarding Officer or Designated Safeguarding Officer immediately

Responsibilities - personal standards

Project a positive and professional image of yourself and basketball

Conduct yourself in a manner that takes all reasonable measures to protect your own safety and the safety of others

Maintain game commitments

If unable to fulfil an appointment due to exceptional circumstances, inform the Appointments Officer as soon as possible

Arrive to games in due time

Dress appropriately wearing the BBF officials uniform for games and competitions

Promote the reputation of the sport and take all possible steps to prevent bringing it into disrepute

Deal with participants in a respectable manner, even in cases where this courtesy is not reciprocated

Never use inappropriate language or gestures

Not engage in violent or threatening behaviour

Refrain from publicly expressing any criticism of fellow officials

Refrain from posting negative or derogatory comments on social media about other participants and/or British Basketball

Officiate in a totally unbiased manner, making all decisions based on the evidence and without reference to any incidents which may have occurred at an earlier date. At all times officiate within the true spirit of the game

Responsibilities - professional standards

Maintain affiliation and correct licencing with BBF through annual registration

Gain qualifications appropriate to the level at which you officiate and continue personal and professional growth through training and CPD

(1) agree to be bound by the NGBs anti-doping rules, and
(2) will cooperate with Code-compliant anti-doping investigations and proceedings

Never mislead or misrepresent themselves, their club/organization or the sport in any communication, action or expression of opportunity, that

might be construed as an act of intentional misrepresentation including but extending beyond Classification Eligibility.

As well as the statements outlined under 'officials should', Referees should:

Complete a self-declaration

Update availability on assignment software regularly

Have a thorough knowledge of the relevant competition rules for every match

Pay proper attention to the noting of disqualification and penalty points etc. on the score sheet

In cases where a participant is disqualified from a match, make a full written report and forward immediately to BBF

Submit match reports, where applicable, as soon as reasonably possible after a match As well as the statements outlined under 'officials should', Referees, Commissioners, Statisticians and Table Officials should:

Have a thorough knowledge of the relevant competition rules for every match

Code of Conduct for Players Principle Actions Rights Players should Relationships Players should Responsibilities - personal standards Players should

(1) agree to be bound by the NGBs anti-doping rules, and
(2) will cooperate with Code-compliant anti-doping investigations and proceedings

Project a positive and professional image of yourself and basketball

Be a good sport, applaud all good performance, whether by your team or by the opponent

Promote the reputation of the sport and take all possible steps to prevent it from being in disrepute

Never use inappropriate language or gestures

Not engage in violent or threatening behaviour

Never bully, spread rumours or tell lies about others

Refrain from publicly expressing criticism of participants

Refrain from posting negative or derogatory comments on social media about other participants

Responsibilities - professional standards Code of Conduct for Contracted Workforce Principle Actions Rights Contracted Workforce should:

Create an environment free of fear and harassment for all participants

Be fair, honest and considerate to participants

Recognise the rights of participants to be treated as individuals

Maintain appropriate confidentiality in line with guidance

Consider own and fellow participants health & safety prior to attending and during basketball activity Relationships Contracted Workforce should:

Responsibilities - personal standards Contracted Workforce should: Responsibilities - professional standards Contracted Workforce should:

Undergo a DBS check through BBF where required

Gain appropriate qualifications

Complete regular risk assessments and minimise possible risks

Abide by BBF Policies, Procedures, Guidance and Competition Rules

Communicate and cooperate with other organisations and individuals in the best interest of participants

Read and implement good practice as laid out in the BBF Safeguarding Policy, Procedures and Guidance

Declare any history or instances where you were disciplined, dismissed, cautioned, warned or convicted of any offence relating to children/young people/adults at risk

Have a knowledge and commitment to equality and diversity issues

Operate in accordance with the BBF Equal Opportunities policy

Never intentionally deceive BBF for Examples include falsifying personal data, deliberately using a photograph of another person, deliberately using another name other than that which is listed on official documentation such as a passport or birth certificate

Never mislead or misrepresent themselves, their club/organization or the sport in any communication, action or expression of opportunity that might be construed as an act of intentional misrepresentation including by extending beyond Classification Eligibility.

Code of Conduct for Volunteers
Definitions: Volunteers refers to anyone undertaking non-paid work within basketball clubs or events.

Volunteers in a position of trust are volunteers such as, Committee Member, Coach, Activator, Leader, Team Manager or Event Coordinator. Other roles may be included.

A volunteer who is not in a position of trust will not have unsupervised contact with members or any formal responsibilities.

If you are unsure whether you require a DBS contact BBF's Lead Safeguarding Officer.

Principle Actions
Rights Volunteers should:
Relationships Volunteers should:

Develop an appropriate working relationship with participants, based on mutual trust and respect

Familiarise yourself with the signs/indicators of abuse and report all concerns to the BBF Lead Safeguarding Officer or Designated Safeguarding Officer immediately

Volunteers in a position of trust should:
Responsibilities - personal standards
Volunteers should:

Develop an appropriate working relationship with participants, based on mutual trust and respect

Project a positive and professional image of yourself and basketball

Promote the reputation of the sport and take all possible steps to prevent it from being in disrepute

Be respectful towards other participants

Maintain commitments

Refrain from posting negative or derogatory comments on social media about other participants

Never use inappropriate language or gestures

Not engage in violent or threatening behaviour Volunteers in a position of trust should:

Abide by and promote anti-doping rules:

(1) agree to be bound by the NGBs anti-doping rules, and
(2) will cooperate with Code-compliant anti-doping investigations and proceedings

Encourage athletes to accept responsibility for their own behaviour and performance in training, participation and competition

Strive to develop individual and team respect for opponents, officials and coaches

Encourage athletes to adhere to the rules and spirit of the game

Responsibilities - professional standards Volunteers should: Volunteers in a position of trust should:
Code of Conduct for Parents, Carers and Spectators
Principle Actions Relationships Parents, Carers and Spectators should:
Responsibilities - personal standards
Parents, Carers and Spectators should:

Create an environment free of fear and harassment

Promote the reputation of the sport and take all possible steps to prevent it from being in disrepute

Never use inappropriate language or gestures

Discourage unfair play

Set a good example by recognising fair play and applauding good performances of all

Never argue with officials

Never punish or belittle an athlete for losing or making mistakes

Publicly accept officials' judgements

Challenge poor practice and improper conduct though the appropriate channels

Not engage in violent or threatening behaviour

Refrain from posting negative or derogatory comments on social media about other participants Parents and Carers should Encourage your child to abide by and promote anti-doping rules:

(1) agree to be bound by the NGBs anti-doping rules, and
(2) will cooperate with Code-compliant anti-doping investigations and proceedings
Responsibilities - professional standards
Parents and Carers and Spectators should:

Read and implement good practice as laid out in the BBF Safeguarding Policy, Procedures and Guidance

Abide by BBF Policies, Procedures, Guidance and Competition Rules

Never intentionally deceive BBF for Examples include falsifying personal data, deliberately using a photograph of another person, deliberately using

another name other than that which is listed on official documentation such as a passport or birth certificate

Never mislead or misrepresent themselves, their club/organization or the sport in any communication, action or expression of opportunity, that might be construed as an act of intentional misrepresentation including but extending beyond Classification Eligibility.

Spectator behaviour will ultimately be the responsibility of the team they are affiliated with.
Glossary

BBF Lead Safeguarding Officer: The person who has responsibility for ensuring that BBF's safeguarding policy is adhered to.

CPD: CPD stands for Continuing Professional Development. It refers to the process for tracking and documenting the skills, knowledge and experience gained formally and informally.

DBS check: A check made on the criminal record of someone applying for or continuing a role. Roles such as coach and Welfare Officer where you a regularly interacting with children or adults at risk will require a DBS check.

Designated Safeguarding Officer: A designated safeguarding officer is the person who has responsibility for ensuring the safeguarding policy is being adhered to for example at and event.

Participant: Anyone involved in basketball including athletes, coaches, officials, volunteers, parents, carers, spectators. This list is not exhaustive.

Officials: This includes referees, umpires, table officials, statisticians, classifiers. This list is not exhaustive.

Volunteers: This includes anyone undertaking non-paid work within basketball clubs or events.

Volunteers in a position of trust: Volunteers such as, Committee Member, Coach, Activator, Leader, Team Manager or Event Coordinator. Other roles may be included.

# data[].attributes.attachment_link.description
Codes of Conduct These Codes of Conduct are intended as guidelines for all those involved in the sport of basketball. All such individuals have the responsibility to act according to these guidelines ensuring that basketball provides safe, fun and inclusive opportunities for people to participate in.

# data[].attributes.attachment_link.title
Top 10 tips for managing player behaviour

# data[].attributes.attachment_link.description
Merf Roberts, FA educator for the social corner, outlines top-tips to help improve player behaviour.

# data[].attributes.body
Developed in 1996 as an extension or progression from the TGFU model, but still places game based / constraints led coaching and problem solving as the primary delivery methodology.

# data[].attributes.attachment_link.title
Using the Game Sense Model in Teaching and Coaching

# data[].attributes.attachment_link.description
Our Game Sense ModelOur game sense model is a pedagogical and content approach to developing technical, tactical and strategic skills through modified games in which the teacher or coach is a designer and facilitator. The content of the model describes the use of generic modified small-sided, outcome-based game forms in thematic categories, progressing from simple to more complex games, and then sequenced into a curriculum (session, season and unit plans). Games are representative of the full game or game category in order to create a realistic context for practice. The pedagogy in the model focuses on using games to develop specific learning outcomes. The teacher or coach is a facilitator using a discovery approach that relies on questioning and task constraint manipulation to challenge the learner to develop functional movement solutions (Breed &amp; Spittle, 2011; Zuccolo, Spittle, &amp; Pill, 2014). The teacher or coach creates a challenge by manipulating the task constraints of a game, and questioning encourages learners to become active problem solvers during the games. Task constraint manipulation should also match the game difficulty to the learner’s skill level. Figure 3.1 summarises our game sense model using both a content- and pedagogy-driven approach to developing game skills.Figure 3.1 The game sense model: A content and pedagogical approach.Using the Game Sense Model in Teaching and CoachingTeachers and coaches can use the game sense model to present games in themes based on game categories (used mostly by physical education teachers) or to develop sport-specific skills (used mostly by sport coaches). Thus, the game sense model can be used for the following:Teaching in game categories: Using generic small-sided games that are technically and tactically similar assists in transferring skills across sports. Game categories are invasion, striking and fielding, and net and wall.Developing sport-specific skills: Using small-sided games develops technical, tactical and strategic skills within a particular sport. Modifications are made to develop in-focus skills. Examples are creating space to attack, outnumbering the opposition, creating multiple passing options and pressing the defence in football or pushing the opponent deep, opening up one side of the court, and knowing when to serve and volley in tennis.In chapter 6, the thematic approach is explained: Games are classified as invasion, striking and fielding, and net and wall games based on their tactical similarities. Using these similarities allows the learner to transfer skills and knowledge across different sports within a game category, which can be used as a practical advantage in skill learning.Figure 3.2 shows how the game sense model can be used in either physical education curricula or in sport. There might be minor differences in the content—for example, thematic versus sport-specific learning, but the pedagogical principles (methods) will be the same. To maximise learning, the teacher or coach should use small-sided designer games, each with clear outcomes, questioning and task constraint manipulation. These concepts will be expanded later in this chapter.Figure 3.2 Using the game sense model for physical education or sport.Applying the Game Sense ModelThe most important components that enhance tactical learning and develop a game sense approach to teaching and coaching follow:An outcome-based approach (content and pedagogy should relate directly to key learning outcomes)Questioning (to encourage the learner to explore movement solutions)Manipulation of task constraints (to challenge the learner to discover movement solutions)Game sense is not just about playing games for fun, rather the games need to provide learning opportunities. The teacher or coach should begin with a clear focus on a specific learning outcome, which will inform the game development and game pedagogy adopted. In the following sections, we describe how teachers and coaches can apply the game sense model by presenting and structuring games and following a step-by-step process in facilitating game sense.Key PointIn game sense, learners are not just playing games. Teachers and coaches are active in manipulating task constraints and using questioning to challenge learners so that game-based practice develops specific learning outcomes.

# data[].attributes.body
15:15- 16:30

The Bishop of Winchester Academy, Mallard Rd, Bournemouth BH8 9PW

Tuesday: Football - Joe A & Ollie

Wednesday: Badminton - Tabby

# data[].attributes.body
Move tables and chairs and use buckets/ bins as hoops/ goals to score in. You can also use soft balls to play reaction based games, any tables and chairs that need moving, please ensure they are put back as they were found.

# data[].attributes.headline
Twinkl - Free sign up and used by teachers to access resources.

# data[].attributes.subject
Twinkl - Free sign up and used by teachers to access resources.

# data[].attributes.body
Solid YouTube channel with some lovely game ideas, broken down into builds with animation and voice overs.

# data[].attributes.body
Very creative and different approach to building the FUNdamentals

# data[].attributes.attachment_link.keywords[]
motorskilllearning "motor skill development" "physical education kindergarten" "physical education preschool" "physical education primary school"

# data[].attributes.attachment_link.description
Motor Skill Development for young Children to enable them to comfortably sample any sports they wish to try and have the greatest potential in sports and academics. Physical education. Éducation physique. Educacion fisica. Sportunterricht. 體育. Tǐyù. Pisikal na edukasyon. Физическая культура. Fizicheskaya kul'tura. Pendidikan jasmani. शारीरिक शिक्षा. shaareerik shiksha. Educazione fisica.

# data[].attributes.attachment_link.keywords[]
physedgames "phys ed games" physed games "physed games" physedgames.com "physical education" "physical education games" physical education "pe games" pe p.e....

# data[].attributes.attachment_link.description
Providing simple and awesome school game ideas for Phys Ed teachers for over 10 years. Hundreds of activities with frequent new posts of easy-to-follow video explanations created for and by professional physical education teachers. New activities explained in around a minute - tried, tested, and proven.

# data[].attributes.headline
Applying effective teaching approaches to the ‘how’ of Physical Education (PE)

# data[].attributes.subject
Applying effective teaching approaches to the ‘how’ of Physical Education (PE)

# data[].attributes.attachment_link.title
Teaching physical education - PEdagogical Model: Direct instruction

# data[].attributes.attachment_link.description
Applying effective teaching approaches to the ‘how’ of Physical Education (PE) In this series, we present six one-page summaries of key Pedagogical Models

# data[].attributes.body
We have a good selection of board games available to use, just contact us if you think the weather on the day will force you into an indoor session and you know the space is limited.

# data[].attributes.attachment_link.description
A list of documents including: Coaching Strategy, Teaching KS3, coaching children as well as further resources to help with coaching.

# data[].attributes.body
Should be available as a download using BU log in's via Research Gate. For those of you who studied under our former coaching lecturer Adi Adams, you may have come across this as part of his coaching unit.

S - Supportive

A - Active

A - Autonomous

F - Fair

E - Enjoyable

# data[].attributes.body
Drawn from the work of Jean Cote and the participation development model - Sports Sampling - playing and experiencing different sports.

# data[].attributes.attachment_link.title
Sampling between sports and athlete development: a scoping review

# data[].attributes.attachment_link.description
Across a range of youth sport contexts, early specialization (i.e., intensive engagement in a single sport from an early age) has been associated with a variety of negative outcomes such as burnout…

# data[].attributes.body
Solid resource for football coaching ideas, games and example session delivery

# data[].attributes.attachment_link.keywords[]
soccer coaching drills fitness tactics football "soccer coach" "soccer drills" fifa "soccer tactics" "fun soccer drills" "soccer defending" dribbling soccerc...

# data[].attributes.attachment_link.description
SOCCERCOACHTV.COM SoccerCoachTV.com is a major "Influencer" in the online soccer community and are one of the most watched coaching websites in the world. Over 260,000 coaches follow SoccerCoachTV on all our social media platforms. SoccerCoachTV received the YouTube "Silver Play Button" for its incredible milestone.

# data[].attributes.body
Signing up for England Football Learning to access coaching resources and more

# data[].attributes.attachment_link.title
The website for the English football association, the Emirates FA Cup and the England football team

# data[].attributes.attachment_link.title
England Netball - The Vitality Roses - Coaching - Clubs - Participation

# data[].attributes.attachment_link.description
National Governing body of England’s biggest female team sport, England Netball has 92,000 members, represented Internationally by the Vitality Roses.

# data[].attributes.attachment_link.description
CompetitionsThe UKCA hosts 5 National competitions throughout the year.Find out moreBecome a MemberBecome a member today and gain instant access to courses, competitions and more!Find out moreOpen to EveryoneCheerleading is an inclusive sport open to everyoneFind out moreBecome a CoachWe provide the most comprehensive education programme for Cheerleading Coaches in the UKBook nowJoin a ClubSignup […]

# data[].attributes.attachment_link.authors[].name
Netskills Netball Coaching Skills & Courses

# data[].attributes.attachment_link.title
Netskills Netball Coaching Skills & Courses

# data[].attributes.attachment_link.description
This Channel is for all Netball Coaches. We offer the Netball Advantage Coaches Courses and Netskills Netball activities ready to use at your training sessions. The Netball Advantage Courses I’ve created to help all Netball Coaches improve their coaching. Even advanced coaches will pick up or be reminded of vital coaching skills, so have a look. I’ll be posting new units occasionally, so keep coming back to see what’s new. Netskills Netball Activities videos can be used for all age groups and all ability levels, simply change the intensity you demand from your players if they are more elite. More netball coaching resources can be found at www.netskills.com.au

# data[].attributes.attachment_link.description
Hello everyone, I am a Basketball Skills Trainer in Hamilton Ontario Canada and has numerous years as a Basketball coach, player and trainer. The highest level I have played is competing in training camps in the NBA D-League. As a coach I am a Level 3 NCCP Coach in Canada. DISCLAIMER - There are risks associated with intense exercise. Not everyone is suited for intense exercise or weight bearing exercises. You should consult your physician first in order to ensure that you are prepared to undergo an intense and demanding exercise regime.

# data[].attributes.attachment_link.readable_text
An excellent site with info and help for all coaches. The site is the proud work of non-other than the legendary Bob Kloppenburg - remember SOS Pressure Defence.

A vast array of articles, drills, guides and quotes for players, coaches and parents.

BasketballPhantom is a blog dedicated to the game of basketball and to the people who love basketball, play basketball or aspire to play basketball, regardless of age and level of play. This is a place where you can find valuable guides, advice and information, all to learn and improve your game.

# data[].attributes.attachment_link.description
An excellent site with info and help for all coaches. The site is the proud work of non-other than the legendary Bob Kloppenburg - remember SOS Pressure Defence. A vast array of articles, drills, guides and quotes for players, coaches and parents.

# data[].attributes.attachment_link.description
In the FIFA Training Centre, coaches of all levels and age-groups can explore a breadth of cutting-edge training sessions, analyses and related video content.

# data[].attributes.body
Requires a log in

# data[].attributes.attachment_link.title
Introducing UKCA Coach Resources - UK Cheerleading Association

# data[].attributes.attachment_link.description
Our online coaching resources are made to support and assist coaches in the successful running of their Cheerleading club. The resources include everything from video tutorials of exercises and warm-ups, example skills used in competitions and example documentation. Anyone with a UKCA qualification will have access to the relevant Coach Toolbox and upon completion of […]

# data[].attributes.body
Pretty much every primary school classroom I've visited, will have sets or pots of colouring pencils available alongside scrap paper.

Ask the children to design their own

Team kits

Trainers

Clothing

Team Badge and Logo

Talk to them about what goes into a design, how they might market it, what things stand out to them with brands like NIKE.

# data[].attributes.body
Developed by the UKSCA as alternative to the LTAD Model.

# data[].attributes.attachment_link.readable_text
Fundamental movement skills (FMS) are prioritised from an early age. This is because rapid development of the central nervous system during this period promotes the development and learning of motor skills. It is believed children will learn skills more easily at younger ages.

Mastery of FMS allows children to progress to the development of sports specific skills (SSS). Where FMS are not mastered, this can lead to a proficiency barrier, preventing children from learning more advanced skills.

The simultaneous development of FMS and strength allows children to demonstrate controlled movements, and underpins all other forms of exercise.

# data[].attributes.attachment_link.title
UK Coaching - Male and Female Youth Physical Development Model

# data[].attributes.attachment_link.description
Fundamental movement skills (FMS) are prioritised from an early age. This is because rapid development of the central nervous system during this period promotes the development and learning of motor skills. It is believed children will learn skills more easily at younger ages.

# data[].attributes.headline
STEP Principle - To you help you plan your sessions 

# data[].attributes.subject
STEP Principle - To you help you plan your sessions 

# data[].attributes.body
S - Space

T - Time / Task

E - Equipment / Environment

P - People

# data[].attributes.attachment_link.title
Change your PE Lessons using the STEP framework

# data[].attributes.attachment_link.description
The STEP framework in PE was developed to support teaching and learning through adapting, differentiating and extending PE and sports lesson.

# data[].attributes.body
For those clubs in schools with the weekly register, please ensure you are aware of any medical conditions for those attending the club. Please also ensure those with inhalers, have them present at the session and do not leave them in the classroom or the school reception.

Please ensure the children come to the session with

- A water bottle

- Suitable footwear and clothing for sport and games

- Clothing suitable for the weather on the day

- Jewellery, watches and ringlet earrings should be removed prior to the session.

# data[].attributes.headline
FA Football Play phase- 90 min free course

# data[].attributes.subject
FA Football Play phase- 90 min free course

# data[].attributes.attachment_link.description
This free, online course will help you learn about the play phase philosophy, and how to support the development of children aged 4-6.

# data[].attributes.attachment_link.authors[].name
Julian Quah Jian TanSam RobertsonJohn Komar

# data[].attributes.attachment_link.title
International Journal of Sports Science & Coaching: Sage Journals

# data[].attributes.attachment_link.description
The International Journal of Sports Science & Coaching (IJSSC) is a peer-reviewed, academic/professional journal, which has the mission of bridging the g…

# data[].attributes.attachment_link.description
Publishes critical papers related to sports coaching theory and practice for the international community of sports coaching scholars, students & practitioners.