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Instruction – Beginners
Karate:
Coach Workbook
Version 1.0, 2010
© Coaching Association of Canada and
Instruction – Beginners
Karate:
Coach Workbook
Version 1.0, 2010
© Coaching Association of Canada and
Instruction – Beginners Karate: Coach Workbook
Version 1.0 2010 © Coaching Association of Canada and Karate Canada
TABLE OF CONTENTS
1 Introduction ....................................................................... 1 1.1 Purpose of the Document ..................................................................................................... 1 1.2 Overall Context .................................................................................................................... 1 1.3 Symbols............................................................................................................................... 1 1.4 Workbook Modules .............................................................................................................. 2
2 Teaching and Learning ....................................................... 3 2.1 NCCP Core Competencies .................................................................................................... 3 2.2 Learning Outcomes .............................................................................................................. 4 2.3 Module Topics ...................................................................................................................... 4 2.4 Defining Learning… .............................................................................................................. 5 2.5 Individual Reflection: How I Learn Best ................................................................................. 6
2.6 My Learning Style ................................................................................................................. 6 2.7 Organization and Set-up....................................................................................................... 8 2.8 Explanation and Demonstration ........................................................................................... 8
2.9 Observation and Feedback ................................................................................................. 10 2.10 How Am I Doing? ................................................................................................................ 14 2.11 Self-assessment ................................................................................................................ 17 2.12 Action Card ........................................................................................................................ 19 2.13 Great Ideas ........................................................................................................................ 20
3 Make Ethical Decisions ...................................................... 21 3.1 NCCP Core Competences ................................................................................................... 21 3.2 Learning Outcomes ............................................................................................................ 22
3.3 Module Topics .................................................................................................................... 22 3.4 Your Starting Point ............................................................................................................. 23 3.5 Establish the Facts in a Situation (Step 1) ........................................................................... 25 3.6 Decide Whether the Situation Involves Legal or Ethical Issues (Step 2) ................................. 27 3.7 Identify Your Options and Possible Consequences (Step 3) .................................................. 29 3.8 Evaluate Your Options (Step 4) ............................................................................................ 30 3.9 Choose the Best Option (Step 5) ......................................................................................... 32 3.10 Implement Your Decision (Step 6) ....................................................................................... 34 3.11 Optional Activity #1: Applying the Ethical Decision-making Process to a Personal Situation . 35 3.12 Optional Activity #2: Are the Issues Legal or Ethical? ........................................................... 38
3.13 Worksheets ........................................................................................................................ 39 3.14 How Am I Doing? ................................................................................................................ 42 3.15 Self-assessment ................................................................................................................ 45
Instruction – Beginners Karate: Coach Workbook
Version 1.0 2010 © Coaching Association of Canada and Karate Canada
3.16 Action Card ........................................................................................................................ 47 3.17 Great Ideas ........................................................................................................................ 48
4 Analyzing Performance Part A ............................................ 49 4.1 NCCP Core Competencies .................................................................................................. 49
4.2 Learning Outcomes ............................................................................................................ 50 4.3 Module Topics .................................................................................................................... 50 4.4 Types of Skills .................................................................................................................... 51
4.5 Principles of Movement ...................................................................................................... 51 4.6 Intention Phase (Phase 1) .................................................................................................. 58 4.7 Detection Phase (Phase 2) ................................................................................................. 60 4.8 Correction Phase (Phase 3) ................................................................................................ 60 4.9 How Am I Doing? ................................................................................................................ 61 4.10 Self-assessment ................................................................................................................ 64 4.11 Action Card ........................................................................................................................ 65 4.12 Great Ideas ........................................................................................................................ 66
The Collection, Use, and Disclosure of Personal Information
The Coaching Association of Canada (CAC) in cooperation with its National Coaching Certification Program
(NCCP) partners collect, use and disclose only such information from individuals as is required for the
purpose of providing services or information to them, managing NCCP coach education records,
conducting research and such other purposes as described in CAC’s Privacy Policy.
CAC does not sell, trade, barter, or exchange for consideration any Personal Information obtained. CAC’s
collection, use and disclosure of personal information shall be done in accordance with its Privacy Policy, a
copy of which is available at www.coach.ca.
Instruction – Beginners Karate: Coach Workbook
Version 1.0 2010 © Coaching Association of Canada and Karate Canada
ACKNOWLEDGEMENTS
Main Writer
Garry Wheeler
Contributors
Garry Armstrong, Ken Bellemare, Mary Bluechardt, Rick Brant, Kathy Brook, Guylaine Demers, Cyndie Flett,
Pascale Gauthier, Peter Goodman, Dave Hill, Dave Hubley, Doug Krochak, Daniel Leister, Karin Lofstrom,
Alain Marion, Don McGavern, Rob Meckling, Anna Mees, Norm Olenick, Diane Oligny, Ian Reade, Bill
Redden, Thérèse Saulnier, Tony Simmons, Jean Vaillancourt
Production
Lucie LeBel, Louise Wood
The Coaching Association of Canada also expresses its thanks to the Aboriginal Sport Circle, to the
Canadian Association for the Advancement of Women and Sport and Physical Activity, and to Special
Olympics Canada for permission to adapt materials they have produced on racism, equity, and inclusion.
Instruction – Beginners Karate: Coach Workbook
Version 1.0 2010 © Coaching Association of Canada and Karate Canada
Instruction – Beginners Karate Coach Workbook: Introduction
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 1
This symbol means
write your thoughts on
your Action Card
This symbol means
refer to the
Reference Material
This symbol
indicates support for
NCCP competencies
1 INTRODUCTION
The goal of the Instruction – Beginners Workbook is to provide you with material to use both during and
after this workshop that will reinforce and augment workshop learning. As you progress through the
modules in this workbook, you will work on developing NCCP core competencies that will help you become
a more effective coach and have a more meaningful impact on athletes’ experience.
1.1 Purpose of the Document
� This Coach Workbook is your record of what you did and what you learned in the Instruction –
Beginners workshop. The Coach Workbook has been designed to help you work on your own,
after the workshop, to improve even more as a coach. We therefore recommend that you save
your Workbook and consult it regularly to ensure continuous improvement of your coaching
skills.
� This workbook refers often to Reference Material, a document developed to deepen your
knowledge of key coaching topics. You receive Reference Material along with this Coach
Workbook when you register for the Instruction – Beginners workshop.
1.2 Overall Context These modules are three of many offered in the National Coaching Certification Program. For more
information on the NCCP and the workshops it offers, visit
http://www.coach.ca/eng/certification/index.cfm.
1.3 Symbols
� You will find the following symbols in this Workbook:
Instruction – Beginners Karate Coach Workbook: Introduction
Page 2 Version 1.0 2010 © Coaching Association of Canada and Karate Canada
1.4 Workbook Modules There are three modules in this workbook:
� Teaching and Learning
� Make Ethical Decisions
� Analyzing Performance Part A
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 3
2 TEACHING AND LEARNING
2.1 NCCP Core Competencies As you progress through this module, you will work on developing five core competencies that will help you
become a more effective coach and have a more meaningful impact on athletes’ experience. The
competencies are problem-solving, valuing, critical thinking, leading, and interacting.
At several points in the module, you will participate in activities that involve reflecting on and assessing
your learning on these five competencies. These are important activities, because you indicate in them how
you will apply and model the five core competencies in your coaching situation. Look for the lightbulb icon
that identifies these learning activities.
Here are just some of the ways these competencies come into play in the Teaching and Learning module:
Problem-solving
� Analyze a hypothetical or simulated teaching situation and identify aspects that need improvement
Valuing
� Recognize and respect differences in learning styles
� Develop a teaching approach based on the athlete’s needs
� Promote the development of self-esteem
� Provide constructive and positive feedback
Critical Thinking
� Reflect on the meaning of effective teaching and the factors that promote learning
� Reflect on preferred learning styles and think about how these may affect one’s approach to teaching
� Compare current knowledge, skills, and attitudes with the information provided in the Reference Material
� Assess whether and how feedback provided is consistent with guidelines to promote learning
� Observe and critique a simulated demonstration
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
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Leading
� Appreciate the effect that good organization, clear explanations, effective demonstrations, interventions that target specific factors, and quality feedback have on others and on their
learning
Interacting
� Brainstorm and work collaboratively with other coaches to complete specific tasks
� With other coaches, role-play a coaching situation involving a coach, an athlete and an observer
2.2 Learning Outcomes The NCCP distinguishes between training and certification. The Teaching and Learning module is one of a
number of training opportunities in the Instruction – Beginners context. To become certified in this and
other coaching contexts, you must be evaluated, and you must provide evidence in the evaluation that you
meet certain criteria.
The learning outcomes listed below reflect the evidence and criteria that apply to this module.
After finishing this module, you will be able to take a critical look at your own teaching. You will also leave
with several assessment tools that will enable you to keep working on your own to improve your
effectiveness as a teacher. In particular, you will be able to:
� Implement an appropriately structured and organized practice
� Make interventions that promote learning
2.3 Module Topics There are six topics on teaching and learning in this module:
� Defining Learning
� Individual Reflection: How I Learn Best
� My Learning Style
� Organization and Set-up
� Explanation and Demonstration
� Observation and Feedback
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 5
2.4 Defining Learning…
2.4.1 I know my athletes are learning when….
2.4.2 My definition of learning is…
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Page 6 Version 1.0 2010 © Coaching Association of Canada and Karate Canada
2.5 Individual Reflection: How I Learn Best
2.5.1 When you are introduced to a new kata or a new idea for a kumite drill, what information,
situations, and experiences are effective in promoting your learning? In other words, how do you
like to learn best?
2.6 My Learning Style
2.6.1 Use the questionnaire below to find out which sensory channel (seeing, hearing, feeling) is most
important for your learning.
To do this, read the word or phrase in the When You… column, ask yourself which of A, B, or C you
would do, and record that choice in the Your Choice column.
When
You…
Do You…
A
Do You…
B
Do You…
C
Your
Choic
e
Spell Try to see the word? Sound out the word or use a
phonetic approach?
Write the word down to find
if it feels right?
Talk Only talk a little but dislike
listening for too long?
Favour words such as see,
picture, and imagine?
Enjoy listening but are
impatient to talk? Do you use
words such as hear, tune, and
think?
Gesture and use expressive
movements? Use words
such as feel, touch, and
hold?
Concentrate Become distracted by
untidiness or movement?
Become distracted by sounds
or noises?
Become distracted by
activity around you?
Meet someone
again
Forget names but
remember faces or
remember where you met
someone?
Forget faces but remember
names or remember what you
talked about?
Remember best what you
did together?
Contact people on
business
Prefer direct, face-to-face,
personal meetings?
Prefer the telephone? Talk with people while
walking or participating in
an activity?
Read Like descriptive scenes and Enjoy dialogue and Prefer action stories, or are
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 7
When
You…
Do You…
A
Do You…
B
Do You…
C
Your
Choic
e
pause to imagine the
actions?
conversations or hearing the
characters talk?
you not a keen reader?
Do something new
at work
Like to see demonstrations,
diagrams, slides, or
posters?
Prefer verbal instructions and
talking about it with someone
else?
Prefer to jump right in and
try it?
Put something
together
Look at the instructions
and the picture?
Read instructions aloud or
have someone else read them
to you?
Ignore the instructions and
figure it out as you go
along?
Need help with a
computer
application
Seek out pictures or
diagrams?
Call the help desk, ask a
neighbour, or growl at the
computer?
Keep trying to do it or try it
on another computer?
Enter the totals for A, B, and C in the table below.
A B C
If most of your answers are A, your dominant learning style is Visual (seeing); if B, Auditory
(hearing); if C, Kinesthetic (feeling).
Read the Reference Material for more information about learning styles.
2.6.2 How will your knowledge of different learning styles influence the way you coach? Explain what you
would do to ensure that each karate athlete is given the opportunity to learn in his or her preferred
way.
p. 12-
18
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Page 8 Version 1.0 2010 © Coaching Association of Canada and Karate Canada
2.7 Organization and Set-up
2.7.1 Take a moment to reflect on an upcoming training session. What are some of the things that you
would think about, do, or plan so that your training sessions go smoothly and accomplish the goals
you have set for them?
2.7.2 Pair up with another coach and discuss your answers. Compare your observations with the
characteristics of effective organization presented in the Reference Material.
2.8 Explanation and Demonstration In the next activity, coaches form groups of three; in each group of three, one coach plays the coach, the
second plays the athlete, and the third plays the observer. The coach explains and demonstrates a skill; the
athlete and observer share their views on the coach’s performance. Each coach has about three minutes to
explain and demonstrate a technical skill.
Before you do this activity, read the information on explanation and demonstration in the Reference
Material.
2.8.1 If you’re the coach, use the space below to note the key points in your explanation and
demonstration.
p. 22-
25
p. 20-
21
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 9
Note: Assume that the organization and set-up have been completed appropriately. Focus on your message
and how to get it across to the athlete.
2.8.2 If you’re the observer, record your observations in the table below.
Notes for the Coach’s Explanation and Demonstration
Coach being Observed:
Skill being Demonstrated:
Appropriate/I agree Inappropriate/I do not agree
2.8.3 Read the Reference Material on the criteria for an effective explanation and demonstration.
An effective explanation includes…
p. 26
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Page 10 Version 1.0 2010 © Coaching Association of Canada and Karate Canada
An effective demonstration includes…
2.8.4 Based on the discussions you have had with members of your group and the information in the
Reference Material, how would you change your explanation and demonstration?
2.9 Observation and Feedback
2.9.1 Read the Reference Material on types of feedback, and complete the table below.
Type Definition Example
Evaluative
Prescriptive
Descriptive
p. 26
p. 33
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 11
2.9.2 Pair up with the same coaches that you were with for the demonstration and explanation. One
coach will teach the skill that he or she planned in 2.7.1 to the athlete, including observing and
providing appropriate feedback; the observer will comment on the coach’s teaching and feedback.
Before you do this activity, read the information on observation and feedback in the Reference
Material.
If you’re the coach, complete 2.9.3, 2.9.4, and 2.9.5. If you’re the observer, go to 2.9.6.
2.9.3 Observing the athlete will help me to…
2.9.4 To give appropriate feedback to the athlete, I need to remember…
2.9.5 Explain and demonstrate the skill for the athlete. Focus on giving appropriate feedback at the
correct times.
p. 27-
36
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Page 12 Version 1.0 2010 © Coaching Association of Canada and Karate Canada
2.9.6 If you’re the observer, use the table below to summarize the type of feedback the coach provided.
Type of
Feedback
Occurrence
(Check Mark)
Total #/
Minute
Positive evaluative
Negative evaluative
General prescriptive
Specific prescriptive
General descriptive
Specific descriptive
Then record your overall observations and recommendations in the table below.
Notes on the Coach’s Feedback
Coach being Observed:
Skill being Demonstrated:
This is what I saw… This is what the coach can do
to improve…
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 13
2.9.7 If you’re the coach, discuss the feedback you provided with both the observer and the athlete. With
their assessment in mind, describe below how you would now give athletes feedback.
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Page 14 Version 1.0 2010 © Coaching Association of Canada and Karate Canada
2.10 How Am I Doing?
2.10.1 You’ve now completed activities designed to develop competencies related to teaching and learning. This activity is a bit different, as it asks
you to:
� Reflect on your learning in this module
� Relate your learning to the five core NCCP competencies
� Consider how you will apply and model the competencies in your coaching
On your own, complete the table below. Then meet with your learning partner, and discuss your reflections on how your teaching and learning
competencies have developed in the module.
NCCP Core
Competency
This is what I’ve learned
in this module about this
core competency…
I will apply the core
competency in the
following ways and
situations…
I will model the core
competency this way in
my coaching…
Problem-
solving
Valuing
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 15
NCCP Core
Competency
This is what I’ve learned
in this module about this
core competency…
I will apply the core
competency in the
following ways and
situations…
I will model the core
competency this way in
my coaching…
Critical
Thinking
Leading
Interacting
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Page 16 Version 1.0 2010 © Coaching Association of Canada and Karate Canada
NCCP Core
Competency
This is what I’ve learned
in this module about this
core competency…
I will apply the core
competency in the
following ways and
situations…
I will model the core
competency this way in
my coaching…
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 17
2.11 Self-assessment This self-assessment will allow you to reflect on your current coaching practices. The items that are listed in
the self-assessment are the evidences that an Evaluator will be looking for during assignments and
observations. They will help determine if you have the required abilities/competencies. The self-
assessment form will help you identify areas of strength and areas for improvement.
Rate your ability to use effective teaching methods to optimize
athletes’ learning.
For each statement presented below, circle the number that best represents
whether you achieve the statement (Never, Sometimes, Often, Always).
DATE:_____________________
I make my teaching as effective as possible
by…
Neve
r
Some
-
time
s
Often Alway
s
Having a practice plan to follow 1 2 3 4
Ensuring that my practices achieve the goals identified in my practice plan 1 2 3 4
Having an introduction and a conclusion in each practice 1 2 3 4
Providing suitable warm-up and cool-down activities 1 2 3 4
Making sure that the main segment of a practice includes activities that help
athletes learn 1 2 3 4
Ensuring that equipment is available and ready to use 1 2 3 4
Using space and equipment effectively to enhance activity 1 2 3 4
Providing breaks for recovery and hydration 1 2 3 4
Greeting my athletes as they arrive at practice 1 2 3 4
Choosing activities that contribute to the development of skills, tactics, or athletic
abilities 1 2 3 4
Making the best use of practice time is maximized and making sure that athletes are
active most of the time 1 2 3 4
Sequencing practice activities so they enhance learning or specific training effects 1 2 3 4
Modifying practice activities as required to deal with context-specific circumstances
or logistics (e.g., weather, timing, resources, etc.) 1 2 3 4
Adapting practice activities as required to challenge athletes appropriately 1 2 3 4
Adjusting practices as required after observing athletes’ performance 1 2 3 4
I encourage athletes’ learning by… Neve
r
Some
-
time
s
Often Alway
s
Creating opportunities to interact with all athletes 1 2 3 4
Ensuring athletes are positioned appropriately to see and hear demonstrations 1 2 3 4
Having 1 to 3 key learning points in my explanations 1 2 3 4
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Page 18 Version 1.0 2010 © Coaching Association of Canada and Karate Canada
Explaining key factors or teaching points and making sure athletes understand those
factors or points 1 2 3 4
Choosing key teaching points that are appropriate for the athlete’s age and stage of
athletic development 1 2 3 4
Constructively reinforcing athletes’ efforts and correcting performance 1 2 3 4
Providing feedback and instructions that clearly identifiy what and how to improve 1 2 3 4
Providing feedback that is positive, specific, and directed toward both the group and
individuals 1 2 3 4
Establishing appropriate expectations for athlete behavior and reinforcing these
expectations when appropriate 1 2 3 4
Modelling and promoting a positive image of the sport to athletes and other
stakeholders 1 2 3 4
Speaking respectfully to athletes 1 2 3 4
Maintaining a positive outlook and acknowledging athletes’ needs and thoughts 1 2 3 4
Explaining things clearly and concisely and providing opportunities for athletes to
ask questions 1 2 3 4
Modelling desired performance myself or having other athletes do so 1 2 3 4
Knowing when to promote critical thinking by withholding feedback from the athlete 1 2 3 4
Asking questions to facilitate awareness and promote critical thinking 1 2 3 4
Getting athletes to focus on external cues or on the expected effects of a movement
rather than focus on internal cues or internal aspects of the movement 1 2 3 4
Integrating decision-making into each practice and teaching athletes basic
decision-making 1 2 3 4
Integrating mental-preparation strategies into practices 1 2 3 4
Using a variety of interventions to reach as many learning styles as possible
(auditory, visual, kinesthetic) 1 2 3 4
Emphasizing independent thinking and problem-solving 1 2 3 4
Encouraging calculated risks in accordance with the NCCP Code of Ethics 1 2 3 4
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 19
2.12 Action Card Date: ______________________________ Location: ___________________________
I will START…
I will STOP…
I will CONTINUE…
Instruction – Beginners Karate Coach Workbook: Teaching and Learning
Page 20 Version 1.0 2010 © Coaching Association of Canada and Karate Canada
2.13 Great Ideas
New friends in coaching from this
module…
For coaching tips
and more
information about
coaching
workshops, visit
the Coaching
Association of
www.coach.
ca
Instruction – Beginners Karate Coach Workbook: Make Ethical Decisions
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 21
3 MAKE ETHICAL DECISIONS
3.1 NCCP Core Competences As you progress through this module, you will work on developing five core competences that will help you
become a more effective coach and have a more meaningful impact on athletes’ experience. The
competencies are problem-solving, valuing, critical thinking, leading, and interacting.
At several points in the module, you will participate in activities that involve reflecting on and assessing
your learning on these five competencies. These are important activities, because you indicate in them how
you will apply and model the five core competencies in your coaching situation. Look for the lightbulb icon
that identifies these learning activities.
Here are some of the ways these competences come into play in the Make Ethical Decisions module:
Problem-solving
� Apply a formal six-step decision-making process
� Find a solution to a complex situation that involves a moral dilemma
Valuing
� Differentiate between situations with legal and ethical implications
� Understand the rationale for the NCCP Code of Ethics and the values upon which it is based
� Refer to the NCCP Code of Ethics when making a decision
� Appreciate the hierarchy of values in a moral dilemma
Critical thinking
� Evaluate options for a decision or action, given the decision-making process followed and the
possible consequences of the decision or action
� Compare current knowledge, skills, and attitudes with information provided in the Reference
Material
� Appreciate how the NCCP Code of Ethics might influence future decisions
Leading
� Make decisions that influence others
� Assume responsibility in the decision-making process and for actions that follow from being a
leader
� Design an action plan to implement a decision
Instruction – Beginners Karate Coach Workbook: Make Ethical Decisions
Page 22 Version 1.0 2010 © Coaching Association of Canada and Karate Canada
Interacting
� Exchange ideas and interact with other coaches
� Explain the rationale for a decision to other coaches
3.2 Learning Outcomes The NCCP distinguishes between training and certification. The Make Ethical Decisions module is one of a
number of training opportunities in the Instruction – Beginners context. To become certified in this and
other coaching contexts, you must be evaluated, and you must provide evidence in the evaluation that you
meet certain criteria.
The learning outcomes listed below reflect the evidence and criteria that apply to this module.
After finishing this module, you will be able to apply a process for making ethical decisions that is based on
the NCCP Code of Ethics. This involves:
� Establishing the facts in a situation
� Deciding whether the situation involves legal or ethical issues
� Identifying your options and possible consequences
� Evaluating your options
� Choosing the best option
� Implementing your decision
3.3 Module Topics There are nine topics related to making ethical decisions in this module:
� Your Starting Point
� Establish the Facts in a Situation (Step 1)
� Decide Whether the Situation Involves Legal or Ethical Issues (Step 2)
� Identify Your Options and Possible Consequences (Step 3)
� Evaluate Your Options (Step 4)
� Choose the Best Option (Step 5)
� Implement Your Decision (Step 6)
� Optional Activity #1: Applying the Ethical Decision-making Process
Instruction – Beginners Karate Coach Workbook: Make Ethical Decisions
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 23
� Optional Activity #2: Are the Issues Legal or Ethical?
3.4 Your Starting Point 3.4.1 Read the situation below, called Whether or Not to Compete.
Whether or Not to Compete
Bill has just been named as a regional karate coach of his province. He recently noticed that a 14-year-old
athlete seems to have a knee injury. He mentions this to the parents of the athlete, whom he knows very
well. They say that they are aware of the situation and that they have called their family doctor. The
physician was away but, during a telephone conversation, told them not to worry since “this is normal for
growing children” and “there should not be any risk.”
Bill speaks with the athlete, who confirms that his knee hurts a bit, but that he will be ready for the Grand
Prix Championships that are scheduled in a few days. The athlete has a lot of talent, and his name is on a
provincial list of potential new recruits to participate in the National Karate Championships.
The athlete’s parents are both members of the organization’s Board of Directors and they are responsible
for hiring and assessing coaches. Provincial policy dictates that the regional coaches ultimately decide
whether or not an athlete will participate in a competition. Another policy dictates that an injured athlete
cannot compete and that a medical doctor must provide written confirmation declaring that the athlete is
fit to return to competition.
Since his last discussion with the athlete and the parents, Bill has read a recent sport medicine article
dealing with the possible long-term consequences of this type of injury if the first warning signs are ignored.
He has also conferred with a sport physician who strongly suggests not taking any chances with this
situation and to consult a specialist as soon as possible. These verifications confirm the signs he had
observed in the athlete.
One hour before the beginning of the Grand Prix Championships, the parents talk to the coach. They repeat
what their family doctor has said and guarantee that first thing tomorrow morning, the coach will have the
required letter confirming that the child is fit to compete. The athlete mentions that the pain has increased
since last time but that he is ready to compete if the parents and the coach give the go-ahead. The parents
insist that their child compete because (1) he wants to and says he can, and (2) the provincial coach has
made a two-hour trip to come and see him compete to confirm his provincial team selection. The parents
leave the coach and walk toward the registration table with their child.
3.4.2 Based on the facts presented, reflect on what you would do in this situation. Which actions would
you take? Why would you make this decision? Write your responses in the space below.
In this situation, I would make this decision or take this action…
Instruction – Beginners Karate Coach Workbook: Make Ethical Decisions
Page 24 Version 1.0 2010 © Coaching Association of Canada and Karate Canada
I would make this decision or take this action because…
3.4.3 Discuss the situation and your answer with two or three other coaches. Do you agree with the
positions of other coaches regarding the nature of the issues in the situation, or do opinions
fundamentally differ within the group?
3.4.4 Review the information in the table below. Identify the factors that influenced your decision, and
highlight others that might be relevant but were not considered. Think about how these factors
might come into play in the decision-making around Whether or Not to Compete.
Instruction – Beginners Karate Coach Workbook: Make Ethical Decisions
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 25
Factors that May Influence Your Decision
Internal Influences
Previous
Experiences Personal Values
Personal
Circumstances
� Past experience with similar issues
� Positive or negative results of
previous decisions in a similar
situation
� Family education
� Academic training
� Religion and beliefs
� Age and maturity level
� Factors linked to ethnicity or
culture
� Employment
� Level of action
� Ambitions and plans
� Reputation
� Relationships with others
External Influences
Economic and
Political Aspects
Seriousness of
Situation
Organizational,
Institutional, and
Social Aspects
� Economic or financial impact of
decision
� Potential political or human rights
impact of situation
� Urgency of decision
� Individuals directly affected
� Number of individuals directly
affected
� Relationships and links with:
o Official bodies
o Individuals
o Communities
� Relevant standards or social
conventions
Other Factors (if any)
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
The Reference Material contains a more detailed description of these factors.
3.5 Establish the Facts in a Situation (Step 1) 3.5.1 Looking again at Whether or Not to Compete, recall the decision you made about the situation
described in 3.4.1. Working with two or three other coaches, identify the facts in the situation, and
p. 2
p. 6-8
Instruction – Beginners Karate Coach Workbook: Make Ethical Decisions
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record them in Column 1 of Worksheet 1. If necessary, refer to the section of the Reference
Material called Step 1 - Establish the Facts in a Situation.
Note: Once this activity is completed, set Worksheet 1 aside.
Worksheet 1: Establish the Facts in a Situation
Column 1:
Facts of the
Situation
Column 2:
Ethical Issues
Column 3:
Options and
Possible
Consequences
The situation has legal implications:
YES ( )
NO ( )
If yes, what do you do?
� Well-being, health or safety of
people, short or long term
� Safety at competition site
� Emergency preparedness
� Unnecessary level of risk
� Appropriate use of authority in best
interests of athletes
� Self-esteem of athletes
� Conflict of interest
� Competence, level of training, or
scope of practice of coaches or
persons in authority
� Loyalty, keeping commitments, or
keeping one’s word
� Privacy or confidentiality
� Harassment
� Equity and equality
� Respect and dignity
� Observance of established
principles, team rules, or
organizational policies and
procedures
� Observance of rules and regulations
in sport
� Fair play
� Maintain dignity and self-control
� Respect for officials and their
decisions
Option 1: Do nothing
Possible consequences
Option 2: ____________
Possible consequences
Option 3: _____________
Possible consequences
Option 4: ______________
Possible consequences
Option 5: _______________
Possible consequences
Instruction – Beginners Karate Coach Workbook: Make Ethical Decisions
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3.6 Decide Whether the Situation Involves
Legal or Ethical Issues (Step 2)
3.6.1 Read the section called Step 2 - Determine Whether the Situation Involves Legal or Ethical Issues
in the Reference Material, especially the examples of situations that have legal implications. Listen
as the Learning Facilitator describes a situation that might involve legal or ethical issues, and then
discuss the situation with two or three other coaches for about five minutes.
3.6.2 Does the situation have legal implications?
( ) YES ( ) NO
3.6.3 What are the reasons for your answer?
3.6.4 Answer the questions in the table below regarding actions and behaviours that might arise. These
questions are based on the NCCP Code of Ethics, and they will help you identify possible ethical
issues.
Key Questions to Ask When Identifying Ethical Issues in
Sport
Is there a potential
issue with…
Is this question
relevant in this
situation? (YES or
NO)
Why is this question
relevant?
� Health and safety of athletes now or
in future? YES NO
� Competition site safety? YES NO
� Emergency preparedness? YES NO
� Unnecessary risk to athletes? YES NO
� Authority being exercised or best YES NO
p. 2-5
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Key Questions to Ask When Identifying Ethical Issues in
Sport
Is there a potential
issue with…
Is this question
relevant in this
situation? (YES or
NO)
Why is this question
relevant?
interests of athletes considered?
� Self-esteem of athletes? YES NO
� Conflict of interest? YES NO
� Competence, qualification,
certification, or scope of practice? YES NO
� Loyalty, keeping of commitments, or
keeping of one’s word? YES NO
� Privacy or confidentiality? YES NO
� Harassment? YES NO
� Equity and equality of treatment of
individuals? YES NO
� Level of respect and dignity shown to
individuals? YES NO
� Breaking rules or policies of an
organization? YES NO
� Violation of sport rules and
regulations? YES NO
� Fair play? YES NO
� Dignity and self-control in personal
behaviour? YES NO
� Respect shown for officials and their
decisions? YES NO
3.6.5 Discuss the questions that seemed important to you with other coaches, and explain why you found
them important.
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3.6.6 Are there questions not listed in the table on page 27 that could help identify ethical issues? If so,
list them below.
3.6.7 Now read the entries in Column 2 of Worksheet 1 on page 26, and put a checkmark beside the
statements that are relevant to Whether or Not to Compete.
3.7 Identify Your Options and Possible Consequences (Step 3)
3.7.1 Read the section Step 3 - Identify Your Options and Possible Consequences in the Reference
Material. Thinking about Whether or Not to Compete, complete the following:
In this situation, the coach could:
p. 5-8
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Discuss the options available to the coach with other group members, and record them in Column
3 of Worksheet 1 (page 26).
For each option, identify possible consequences and record them in Column 3 of Worksheet 1. The
consequences can be positive or negative, pro or con. Did the factors listed help you identify other
potential outcomes?
3.8 Evaluate Your Options (Step 4) 3.8.1 Use Worksheet 2 to determine the extent to which each of the options you identified in Worksheet
1 upholds the NCCP standards of behaviour.
� Consider Option 1.
� Read the first statement in the first row of the column entitled A coach is expected to...
� Ask yourself whether Option 1 upholds this standard of behaviour. If it does, put a checkmark
in the Option 1 column; if not, leave the Option 1 column blank.
� Repeat this for each statement in the column A Coach is Expected to: for Option 1.
� Once you’ve evaluated Option 1 in the light of each statement, do the same for each of the
other options you identified in Worksheet 1 (Options 2, 3, 4, and 5 as appropriate).
� Total the number of checkmarks associated with each option.
Instruction – Beginners Karate Coach Workbook: Make Ethical Decisions
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Worksheet 2: Evaluate Your Options
Principle
s
A coach is expected to…
(expected standards of behaviour)
Option Number
1 2 3 4 5
Physical safety
and health of
athletes
Ensure training or competition sites are safe at all times.
Be prepared to act appropriately in case of emergency.
Avoid placing athletes in situations presenting unnecessary risk or beyond their level.
Strive to maintain the present and future health and well-being of athletes.
Coaching
responsibly
Make wise use of the authority of the position and make decisions in the interest of athletes.
Foster self-esteem among athletes.
Avoid deriving personal advantage from a situation or decision.
Know your limitations in terms of knowledge and skills when making decisions, giving instructions, or taking action.
Honour commitments, word given and agreed objectives.
Maintain confidentiality and privacy of personal information, and use it appropriately.
Integrity in
relations with
others
Avoid situations that could affect objectivity or impartiality of coaching duties.
Abstain from all behaviours considered to be harassment or inappropriate relationships with athletes.
Always ensure decisions are taken equitably.
Respect Ensure that everyone is treated equally, regardless of athletic potential, race, sex, language, religion, or age.
Preserve the dignity of each person in interacting with others.
Respect the principles, rules and policies in force.
Honouring sport Strictly observe and ensure observance of all regulations.
Aim to compete fairly.
Maintain dignity in all circumstances and exercise self-control.
Respect officials and accept their decisions without questioning their integrity.
Number of behavioural standards consistent with Options 1 through
5 =
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3.9 Choose the Best Option (Step 5)
3.9.1 Refer to the scoring for your options in 3.8.1. Which option scored the highest? Record this option
below.
3.9.2 Read the section on ethical dilemmas in the Reference Material. Is there an ethical dilemma in this
situation? Which, if any, values and ethical principles are competing? Discuss your views with other
coaches. Clearly state any dilemma you identify, and write your answer below.
Is there is a conflict in this case between preserving the principles of:
and of:
3.9.3 Does the option with the highest marks preserve the principle of DO NO HARM? In other words,
does it maintain athletes’ physical, emotional, and psychological safety?
( ) YES ( ) NO
3.9.4 Would you make the same decision in all similar cases?
( ) YES ( ) NO
p. 11-
12
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Note: If you answer YES to the above questions, you can be confident that the option you have chosen is
the best under the circumstances.
3.9.5 State your decision in terms of the NCCP Code of Ethics.
My decision in the situation of Whether or Not to Compete is to:
This is consistent with maintaining this core principle from the NCCP Code of Ethics…
My choice is also consistent with the expectation that a coach should…
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3.9.6 Share your decision with another coach, saying why you feel the choice you made is the best course
of action under the circumstances. Answer any questions the other coach has.
3.9.7 Think about the decision you made above and your explanations for your decision. How does your
decision compare with the one you made more spontaneously in 3.4.2? Which aspects are the
same? Which are different?
3.10 Implement Your Decision (Step 6)
3.10.1 Identify who needs to know about or be involved in the implementation of the action plan.
3.10.2 Think about what could happen. Consider the likely outcomes of your decision, and describe below
how you will manage any consequences.
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3.10.3 Describe below what you will do if your first plan of action fails. Consider who to contact and which
level of authority you should now involve in this situation.
3.10.4 ACTION CARD — Use your Action Card to note what you will do differently now when dealing with
ethical situations.
3.11 Optional Activity #1: Applying the
Ethical Decision-making Process to a
Personal Situation The activities in this section are optional. Follow the instructions of the Learning Facilitator.
3.11.1 Describe an ethical situation you have had to manage or you know about and you want to analyze in
detail because it is important to you. If a specific situation does not come to mind, team up with
another coach and analyze his or her situation together.
3.11.2 Using the worksheets on the next two pages, apply Steps 1 through 4 of the ethical decision-
making process to your situation. Then proceed to 3.11.3.
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Worksheet: Establish the Facts in a Situation
Column 1:
Facts of the
Situation
Column 2:
Ethical Issues
Column 3:
Options and Possible
Consequences
The situation has legal implications:
YES ( )
NO ( )
If yes, what do you do?
� Well-being, health or safety of people, short or long term
� Safety at competition site
� Emergency preparedness
� Unnecessary level of risk
� Appropriate use of authority in best interests of athletes
� Self-esteem of athletes
� Conflict of interest
� Competence, level of training, or scope of practice of coaches
or persons in authority
� Loyalty, keeping commitments, or keeping one’s word
� Privacy or confidentiality
� Harassment
� Equity and equality
� Respect and dignity
� Observance of established principles, team rules, or
organizational policies and
procedures
� Observance of sport rules and regulations
� Fair play
� Maintain dignity and self-control
� Respect for officials and their decisions
Option 1: Do nothing
Possible consequences
Option 2: ____________
Possible consequences
Option 3: ____________
Possible consequences
Option 4: ____________
Possible consequences
Option 5: ____________
Possible consequences
Instruction – Beginners Karate Coach Workbook: Make Ethical Decisions
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Worksheet: Evaluate Your Options
Principle
s
A coach is expected to…
(expected standards of behaviour)
Option Number
1 2 3 4 5
Physical safety
and health of
athletes
Ensure training or competition sites are safe at all times.
Be prepared to act appropriately in case of emergency.
Avoid placing athletes in situations presenting unnecessary risk or beyond their level.
Strive to maintain the present and future health and well-being of athletes.
Coaching
responsibly
Make wise use of the authority of the position and make decisions in the interest of athletes.
Foster self-esteem among athletes.
Avoid deriving personal advantage from a situation or decision.
Know your limitations in terms of knowledge and skills when making decisions, giving instructions, or taking action.
Honour commitments, word given and agreed objectives.
Maintain confidentiality and privacy of personal information, and use it appropriately.
Integrity in
relations with
others
Avoid situations that could affect objectivity or impartiality of coaching duties.
Abstain from all behaviours considered to be harassment or inappropriate relationships with athletes.
Always ensure decisions are taken equitably.
Respect Ensure that everyone is treated equally, regardless of athletic potential, race, sex, language, religion, or age.
Preserve the dignity of each person in interacting with others.
Respect the principles, rules and policies in force.
Honouring sport Strictly observe and ensure observance of all regulations.
Aim to compete fairly.
Maintain dignity in all circumstances and exercise self-control.
Respect officials and accept their decisions without questioning their integrity.
Number of behavioural standards consistent with Options 1 through
5 =
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3.11.3 Refer to your scoring for your options in 3.11.2. Which option has the highest score? Record that option below.
3.11.4 Does the option with the highest score preserve the principle of DO NO HARM? In other words, does it maintain athletes’ physical, emotional, and psychological safety?
( ) YES ( ) NO
3.11.5 Would you make the same decision in all similar cases?
( ) YES ( ) NO
3.12 Optional Activity #2: Are the Issues
Legal or Ethical?
3.12.1 Read Situations A and B below.
Situation A
At the end of a series of qualifying competitions for the 14–15 age group, one of your dedicated young
athletes who tries very hard and attends all training sessions athletes has not secured a spot on the
provincial team. After the competition, you are in the stands when you notice this child and his parents
together in a corner away from the group. You can hear the parents because their voices are raised: they are
criticizing the child’s performance, calling him an embarrassment to the family. They are telling him that he
is the only one of their children who has failed to meet regional standards and he will be grounded for the
next while so that he can think about his lack of effort and wimpiness when it really counted.
Situation B
You are coaching a group of 14- and 15-year-old athletes and have just finished a grading. You are
somewhat frustrated because they underperformed. After talking with the group and airing what went well
and what you would work on in the next practice, the athletes go home, and all seem to be in good spirits.
On the way to your car in the parking lot, you witness an athlete that you coach cowering below the raised
hand of her father, who is yelling that he is disgusted by her performance and that she has no talent. On
several occasions, you have seen the child with dark bruises on her face, arms, and legs. Whenever she was
asked where her bruises came from, she claimed to be a klutz, to have fallen down stairs or bumped into
objects.
Instruction – Beginners Karate Coach Workbook: Make Ethical Decisions
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3.12.2 Do you see any fundamental differences between these two situations? What are the differences, and why do you think they are different?
3.12.3 Now discuss your answers with other coaches, share your viewpoints, and then check Step 1 -
Establish the Facts in a Situation in the Reference Material. What facts can you establish for each
situation?
3.12.4 Check Step 2 - Determine Whether the Situation Involves Legal or Ethical Issues in the Reference
Material. Then determine if either situation has legal implications:
In my opinion, Situation A has legal implications ( ) YES ( ) NO
In my opinion, Situation B has legal implications ( ) YES ( ) NO
3.13 Worksheets Use the extra worksheets on the following pages when making ethical decisions.
p. 2
p. 2-5
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Worksheet: Establish the Facts in a Situation
Column 1:
Facts of the
Situation
Column 2:
Ethical Issues
Column 3:
Options and Possible
Consequences
The situation has legal implications:
YES ( )
NO ( )
If yes, what do you do?
� Short or long term well-being, health or safety
� Safety at competition site
� Emergency preparedness
� Unnecessary level of risk
� Appropriate use of authority in best interests of athletes
� Self-esteem of athletes
� Conflict of interest
� Competence, level of training, or scope of practice of coaches
or persons in authority
� Loyalty, keeping commitments, or keeping one’s word
� Privacy or confidentiality
� Harassment
� Equity and equality
� Respect and dignity
� Observance of established principles, team rules, or
organizational policies and
procedures
� Observance of rules and regulations in sport
� Fair play
� Maintaining dignity and self-control
� Respect for officials and their decisions
Option 1: Do nothing
Possible consequences
Option 2: ____________
Possible consequences
Option 3: ____________
Possible consequences
Option 4: ____________
Possible consequences
Option 5: ____________
Possible consequences
Instruction – Beginners Karate Coach Workbook: Make Ethical Decisions
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 41
Worksheet: Evaluate Your Options
Principle
s
A coach is expected to…
(expected standards of behaviour)
Option Number
1 2 3 4 5
Physical safety
and health of
athletes
Ensure training or competition sites are safe at all times.
Be prepared to act appropriately in case of emergency.
Avoid placing athletes in situations presenting unnecessary risk or beyond their level.
Strive to maintain the present and future health and well-being of athletes.
Coaching
responsibly
Make wise use of the authority of the position and make decisions in the interest of athletes.
Foster self-esteem among athletes.
Avoid deriving personal advantage from a situation or decision.
Know your limitations in terms of knowledge and skills when making decisions, giving instructions, or taking action.
Honour commitments, word given and agreed objectives.
Maintain confidentiality and privacy of personal information, and use it appropriately.
Integrity in
relations with
others
Avoid situations that could affect objectivity or impartiality of coaching duties.
Abstain from all behaviours considered to be harassment or inappropriate relationships with athletes.
Always ensure decisions are taken equitably.
Respect Ensure that everyone is treated equally, regardless of athletic potential, race, sex, language, religion, or age.
Preserve the dignity of each person in interacting with others.
Respect the principles, rules and policies in force.
Honouring sport Strictly observe and ensure observance of all regulations.
Aim to compete fairly.
Maintain dignity in all circumstances and exercise self-control.
Respect officials and accept their decisions without questioning their integrity.
Number of behavioural standards consistent with Options 1 through
5 =
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3.14 How Am I Doing?
3.14.1 You’ve now completed activities designed to develop competencies related to making ethical decisions. This activity is a bit different, as it
asks you to:
� Reflect on your learning in this module
� Relate your learning to the five core NCCP competencies
� Consider how you will apply and model the competencies in your coaching
On your own, complete the table below. Then meet with your learning partner, and discuss your reflections on how your competencies
regarding making ethical decisions have developed in the module.
NCCP Core
Competency
This is what I’ve learned
in this module about this
core competency…
I will apply the core
competency in the
following ways and
situations…
I will model the core
competency this way in
my coaching…
Problem-
solving
Valuing
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NCCP Core
Competency
This is what I’ve learned
in this module about this
core competency…
I will apply the core
competency in the
following ways and
situations…
I will model the core
competency this way in
my coaching…
Critical
Thinking
Leading
Interacting
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NCCP Core
Competency
This is what I’ve learned
in this module about this
core competency…
I will apply the core
competency in the
following ways and
situations…
I will model the core
competency this way in
my coaching…
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3.15 Self-assessment This self-assessment will allow you to reflect on your current coaching practices. The items that are listed in
the self-assessment are the evidences that an Evaluator will be looking for during assignments and
observations. They will help determine if you have the required abilities/competencies. The self-
assessment form will help you identify areas of strength and areas for improvement.
Rate your ability to use a process for making ethical decisions
based on the NCCP Code of Ethics.
For each statement presented below, circle the number that best represents
whether you achieve the statement (Never, Sometimes, Often, Always).
DATE: _____________________
I make ethical decisions when I
coach by… Never
Som
e-
time
s
Ofte
n
Alway
s
Gathering facts before responding to situations involving ethical issues. 1 2 3 4
Knowing the difference between situations involving legal issues and
those involving ethics. 1 2 3 4
Reporting situations involving legal issues to appropriate authorities. 1 2 3 4
Reflecting on whether situations that have ethical implications involve
both the short and long term safety or health of individuals. 1 2 3 4
Respecting the established principles, rules (team rules, rules of the
game, etc.) and policies of my sport organization. 1 2 3 4
Reflecting on whether situations that have ethical implications, involve
obligations, loyalties, or responsibilities to the individuals concerned. 1 2 3 4
Reflecting on whether individuals in a position of authority have
misused their power. 1 2 3 4
Treating everyone involved fairly and equally. 1 2 3 4
Reflecting on whether the goals sought by the group or individuals
could influence how I respond to situations that have ethical
implications.
1 2 3 4
Respecting standards of behaviour and practices that are generally
considered acceptable in my sport. 1 2 3 4
Showing respect for everyone involved. 1 2 3 4
Keeping information confidential and respecting the privacy of those
involved. 1 2 3 4
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I make ethical decisions when I
coach by… Never
Som
e-
time
s
Ofte
n
Alway
s
Reflecting on whether my personal values influence how I respond to
situations with ethical implications. 1 2 3 4
Identifying at least two solutions before responding to situations with
ethical implications. 1 2 3 4
Identifying the consequences of the solutions I have considered. 1 2 3 4
Choosing the solution that best reflects the principles of the NCCP
Code of Ethics. 1 2 3 4
Validating that the solution I have chosen reflects the ‘do no harm
principle.’ 1 2 3 4
Developing a plan for implementing my chosen solutions. 1 2 3 4
Implementing strategies that address the consequences of the
solutions I have chosen. 1 2 3 4
Reflecting on whether my solutions have the desired effect on the
individuals involved. 1 2 3 4
Critically reflecting on whether my solutions will provide future benefits
to the involved individuals and programs. 1 2 3 4
Thank you for your participation in the Make Ethical Decisions
module. We encourage you to complete the online evaluation for this
module. Please visit www.coach.ca and click on this icon to start:
Instruction – Beginners Karate Coach Workbook: Make Ethical Decisions
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3.16 Action Card Date: ______________________________ Location: ___________________________
I will START…
I will STOP…
I will CONTINUE…
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3.17 Great Ideas
New friends in coaching from this
module…
For coaching tips
and more
information about
coaching
workshops, visit
the Coaching
Association of
www.coach.
ca
Instruction – Beginners Karate Coach Workbook: Analyzing Performance Part A
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 49
4 ANALYZING PERFORMANCE PART A
4.1 NCCP Core Competencies As you progress through this module, you will work on developing five core competencies that will help you
become a more effective coach and have a more meaningful impact on athletes’ experience. The
competencies are problem-solving, valuing, critical thinking, leading, and interacting.
At several points in the module, you will participate in activities that involve reflecting on and assessing
your learning on these five competencies. These are important activities, because you indicate in them how
you will apply and model the five core competencies in your athletes’ training. Look for the light-bulb icon
that identifies these learning activities.
Here are just some of the ways these competencies come into play in the Analyzing Performance Part A
module:
Problem-solving
� Detect technical and tactical elements that have to be improved or refined
� Correct technical and tactical elements that have to be improved or refined
Valuing
� Value the input from athletes in analyzing personal performance
� Respect athletes’ consent for physical contact when assisting in correcting a skill error
� Respect the privacy of athlete information collected for analysis and correction
Critical Thinking
� Analyze athlete performance using a variety of perspectives and sources to identify critical
program decisions that have to be made to correct technical and tactical elements
� Ensure that corrective measures replicate competition-like situations
� Interpret the results of assessments to design individualized corrective plans
Leading
� Use an approach for analyzing and correcting technical performance that is used as a best
practice by the sport
� Train other coaches to identify critical elements in the detection of athlete performance
� Use new and innovative analytical and assessment protocols to detect and correct athlete
performance
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Interacting
� Work with other coaches to detect and correct athlete performance
� Use analysis data
4.2 Learning Outcomes
The NCCP distinguishes between training and certification. The Analyzing Performance Part A module is
one of a number of training opportunities in the Instruction – Beginners context. To become certified in this
and other coaching contexts, you must be evaluated, and you must provide evidence in the evaluation that
you meet certain criteria.
The learning outcomes listed below reflect the evidence and criteria that apply to this module.
The learning activities in this module focus on your role in analyzing performance. In particular, you will be
able to do the following after finishing this module:
� Analyze technical and tactical performance for factors that influence performance.
� Analyze technical and tactical performance by observing and defining key performance factors
that affect technical and tactical performance
� Analyze technical and tactical performance by applying the principles of motion to detect and
correct key performance factors
� Use technology to assist in analyzing technical and tactical performance
� Identify strategies to monitor and evaluate technical and tactical performance
� Implement and assess the effectiveness of corrections
4.3 Module Topics There are five topics related to analyzing performance in this module:
� Types of Skills
� Principles of Movement
� Intention Phase (Phase 1)
� Detection Phase (Phase 2)
� Correction Phase (Phase 3)
Instruction – Beginners Karate Coach Workbook: Analyzing Performance Part A
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4.4 Types of Skills 4.4.1 Describe the differences between open and closed sport skills, and give a karate-specific example
of each type of skill:
Refer to the Reference Material for additional information.
4.5 Principles of Movement
4.5.1 Read the Reference Material on the principles of movement that your Learning Facilitator assigns,
and then do the associated activities (one or more of 4.5.2 through 4.5.8).
4.5.2 Stability
� Another coach stands in the most stable karate stance he or she can think of. Push him or her from the front and from the sides.
� Against which direction of force was the coach best able to remain stable and why?
� Next, push from the front and sides, and ask the coach to resist being unbalanced in as many ways as he or she can.
� What happened?
� Did the methods work or not, and why or why not?
p. 12-19
p. 2
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� The coach assumes a low, wide stance and then changes it to a one-legged stance.
� What did the coach do with his or her centre of gravity to gain stability on one foot?
� One coach stands in the most stable stance he or she can imagine. Try to get the coach off balance the coach by pushing at his or her waist. Next, the coach stands about 3 metres away
from you and dodges a wadded-up piece of paper thrown at him or her.
� What were the differences between the stances chosen and why?
4.5.3 Maximal Speed
� Practise one punch into a target pad from a retracted position. The coach holding the pad reports how hard the pad was hit (not hard, fairly hard, hard, very hard, and extremely hard).
The punches will be performed as follows:
� With the back and head against the wall, with the arm extended, and turning only the wrist
� With the back, head, elbow, and feet against the wall
� With the feet parallel but the body well away from the wall
� With one foot back and one foot forward
Instruction – Beginners Karate Coach Workbook: Analyzing Performance Part A
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� What effect did increasing the number of joints used have?
� How does the number of joints used relate to maximum effort?
� What is the most effective order of joints for this kind of skill?
4.5.4 Maximal Force
� Warm up and strike a kick pad (or heavy bag if available) with a roundhouse kick as hard as possible.
� List the number of joints used when kicking hard.
� Now put a coloured dot about the size of a pea on the bag or pad. Now place the roundhouse kick so that the top of the big toe touches the dot.
� What joints are used in this case?
Instruction – Beginners Karate Coach Workbook: Analyzing Performance Part A
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4.5.5 Impulse
� Choose a stance where one foot is forward and the other is back, and then assume the stance. Pick one leg, kick it as hard and fast as possible.
� Did you coach use the front or back leg?
� Which of the front and back legs would have the higher end velocity at the foot?
� Punch at another coach’s abdomen (after obtaining permission). The recipient of the punch keeps his or her feet on the floor and tries, without physically blocking the punch, to lessen the
impact of the blows as they get more powerful:
� First punch to touch the gi
� Second punch to touch the skin
� Third punch to go a little into the muscle
� Fourth punch, a little harder and continuing into the abdomen
� What did the recipient of the punches do to lessen the impact?
� Was it effective or not, and why or why not?
Instruction – Beginners Karate Coach Workbook: Analyzing Performance Part A
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4.5.6 Reaction Force
� Jump lightly up and down on the spot.
� What happens to the centre of gravity?
� Keep jumping up and down, but watch the Learning Facilitator as you jump. When the Learning Facilitator points to the right or left, move as quickly as possible in that direction. Do this 5 or 6
times.
� Where does the centre of gravity move as you do this? In what direction do you need to direct forces to move as quickly as possible?
� What did you do to create a reaction force, and was the force internal or external?
4.5.7 Off-centre Forces
Force Applied Externally
� Step in to punch another coach at chest level. The other coach blocks the punch and counterattacks. Repeat 3 - 4 times.
� What type of movement does the block create at your shoulder?
Instruction – Beginners Karate Coach Workbook: Analyzing Performance Part A
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� Where was the external force that caused this movement applied?
Force Applied Internally
� Step in quickly to punch powerfully at another coach at chest level. The other coach moves and blocks the punch. Repeat 3 - 4 times.
� In what direction did the other coach move?
� Where was the internal force that caused this movement applied?
4.5.8 Conservation of Momentum
� Perform a jumping front kick.
� What happened to the arms and the non-kicking leg?
� How did that help the kick?
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� Perform a spinning hook kick and follow-through.
� What did the arms do relative to the spin and the leg movement?
� How did that help the kick?
� Jump up in the air and perform a vigorous back fist.
� What happened to the position of your navel as you struck and why?
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p. 25
4.6 Intention Phase (Phase 1) 4.6.1 Read the Reference Material on stages of skill development. Then list some skills you might
teach karate beginners during the initiation or acquisition stage of skill development.
4.6.2 Discuss your ideas with another coach and, if you can, use their ideas to add to your list.
4.6.3 Pick one of the skills from your list to analyze, and record the name and purpose of the skill or
tactic in the Analyzing a Skill Worksheet on page 59.
4.6.4 Read the Reference Material on movement phases, key elements, and Instruction – Beginners
karate skills.
In the worksheet below, describe how athletes should perform the key elements of each movement
phase of the skill you identified in 4.6.3. This is the intended performance.
DO NOT COMPLETE COLUMNS 2 THROUGH 6 AT THIS TIME. p. 21,
22
29-60
Instruction – Beginners Karate Coach Workbook: Analyzing Performance Part A
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 59
Analyzing a Skill Worksheet
Name of Skill: __________________________ Purpose of Skill: ______________________________________
Movement
Phase
The key
elements
should be
performed
this way…
(intended
performanc
e)
(Column 1)
My
observation
plan
consists
of…
(Column 2)
This is the
athlete’s
current
performanc
e…
(Column 3)
These are
the
performanc
e gaps…
(Column 4)
These are
the reasons
for the
gaps…
(Column 5)*
These are
the possible
corrections
…
(Column 6)
� Preparation
� Force-production
� Critical instant
� Recovery
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4.6.5 Pair up with another coach and share your ideas. After this discussion, revise your statements for
the key elements as required.
4.7 Detection Phase (Phase 2)
4.7.1 Review the information in the Reference Material on observation plans. Continuing to work with the
same skill as in 4.6.3, record your observation plan in Column 2 of Analyzing a Skill Worksheet, on
page 59:
� Decide which key elements to observe.
� Choose your scanning strategy.
� Select your position.
� Decide on the number of observations.
4.7.2 Share your plan with another coach, and make adjustments as required.
4.7.3 Follow the instructions of your Learning Facilitator, and complete Columns 3, 4, and 5 of the
Analyzing a Skill Worksheet:
� Column 3: This is the athlete’s current performance…
� Column 4: These are the performance gaps…
� Column 5: These are the reasons for the gaps…
4.7.4 Share your completed worksheet with another coach, and make adjustments as required.
4.8 Correction Phase (Phase 3)
4.8.1 Read The Analyze Performance Referent Model in the Reference Material, with special attention to
types and examples of corrective measures. Continuing to work with the same skill as in 4.6.3,
develop ideas for how to correct gaps in that skill’s performance. To do this,
� Return to your Analyzing a Skill Worksheet, on page 59.
� Review your Analyzing a Skill Worksheet, especially Column 4 and Column 5.
� In Column 6, list two or more possible corrections for each gap you specified in Column 4.
p. 25
p. 25-28
Instruction – Beginners Karate Coach Workbook: Analyzing Performance Part A
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4.9 How Am I Doing?
4.9.1 You’ve now completed activities designed to develop competencies related to analyzing performance. This activity is a bit different, as it
asks you to:
� Reflect on your learning in this module
� Relate your learning to the five core NCCP competencies
� Consider how you will apply and model the competencies in your coaching
On your own, complete the table below. Then meet with your learning partner, and discuss your reflections on how your analyzing
performance competencies have developed in the module.
NCCP Core
Competency
This is what I’ve learned
in this module about this
core competency…
I will apply the core
competency in the
following ways and
situations…
I will model the core
competency this way in
my coaching…
Problem-
solving
Valuing
Instruction – Beginners Karate Coach Workbook: Analyzing Performance Part A
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NCCP Core
Competency
This is what I’ve learned
in this module about this
core competency…
I will apply the core
competency in the
following ways and
situations…
I will model the core
competency this way in
my coaching…
Critical
Thinking
Leading
Interacting
Instruction – Beginners Karate Coach Workbook: Analyzing Performance Part A
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 63
NCCP Core
Competency
This is what I’ve learned
in this module about this
core competency…
I will apply the core
competency in the
following ways and
situations…
I will model the core
competency this way in
my coaching…
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4.10 Self-assessment
This self-assessment will allow you to reflect on your current coaching practices. The items that are listed in
the self-assessment are the evidences that an Evaluator will be looking for during assignments and
observations. They will help determine if you have the required abilities/competencies. The self-
assessment form will help you identify areas of strength and areas for improvement.
For each statement presented below, circle the number that best represents
whether you achieve the statement (Never, Sometimes, Often, Always).
DATE: _____________________
I … Never Some-
times Often Always
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
Instruction – Beginners Karate Coach Workbook: Analyzing Performance Part A
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4.11 Action Card
Date: ______________________________ Location: ___________________________
I will START…
I will STOP…
I will CONTINUE…
Instruction – Beginners Karate Coach Workbook: Analyzing Performance Part A
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4.12 Great Ideas
For coaching tips
and more
information about
coaching
workshops, visit
the Coaching
Association of
www.coach.
ca
New friends in coaching from this module…
Instruction – Beginners Karate: Coach Workbook
Version 1.0 2010 © Coaching Association of Canada and Karate Canada Page 67
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