Basic Cycling SkillsCycling Community Initiation

Ready to Race! Introduction to Competition

NCCP Coaching Streams and Contexts

Community Initiation

Competition Introduction Instructor Beginner

Community Ongoing

Competition Development

Instructor Intermediate

Competition High Performance Instructor Advanced

Let’s Ride!

Ready to Race!

Performance Cycling

Let’s Ride! Community Initiation Pathway

To achieve the status of “Trained” a coach must complete: • Let’s Ride! Community initiation• Basic Cycling Skills

To achieve the status of “In-Training” a coach must complete:• Let’s Ride! Community initiation

Ready to Race! Introduction to Competition Pathway

To achieve the status of “In-Training” a coach must complete: • Basic Cycling Skills• Training Basics

To achieve the status of “Trained” a coach must complete: • Skills and Tactics (one discipline)• Training to Race• Skills and Tactics (a second disciplines)

To achieve the status of “Certified” a coach must complete: :• Make Ethical Decisions Online Evaluation- Comp-Int• Coach Portfolio• Online evaluation for two disciplines

Basic Cycling Skills

Skill Acquisition

What is a skill?

“The ability to perform a movement or chain of movements with high consistency, high precision, and high efficiency”

The Challenge Zone

Or matching the difficulty of the activity with the skill level of the participant

PARTICIPANT PROFICIENCY LEVEL

Low High

Low

High

REQUIRE-MENTS OF

THE ACTIVITY

BOREDOM

ANXIETY

P.A.S.S.:

IntegratedSkills

The ABCs:Basic BodyMovements

POWER

CLIMB

Sitting

Standing

Crouching

BALANCE CONTROLATTENTION

AGILITY SPATIAL SENSE

ACCELERATE

Sitting

Standing

Standing start

Gate start

Sprinting

DESCEND

Sitting

Standing

DROP

Rolling

Huck

LIFT

Front

2 Wheel

Rear

Dolphin

Manual

Side

Wheelie

MOUNT &DISMOUNT

Straddle on

Straddle off

Cowboy on

Bails

Carry

Safe Fall

GROUP

Follow

Draft

Pass

Pack

Bump

Buzz

Echelon

TRAFFIC

Laws

Signal

Shouldercheck

Position

Anticipate

Looking

Identifying

Reacting

Simple Riding & Coasting

Straight-line Riding

Balanced Position

Weight Transfer F, R, Side

Ready Position

Weighting & Unweighting

Narrow-platform Riding

Track Stand

PEDAL

Sitting

Soft

Standing

Punch

Ratchet

BRAKE

Front

Rear

Combined

Modulate

Slippery

GEAR

Rear

Front

TURN &CORNER

Medium

Fast

Slow

Tight

MOVE

Limbo

Pickup &Drop (onehand)

No hands

P.A.S.S. SKILLS - BUILT FROM ABCs

INC

RE

AS

ED

CH

AL

LE

NG

EIN

CR

EA

SE

D C

HA

LL

EN

GE

A CYCLING SKILLS MODEL

3- or 5-Phase Skill?Skills can be analyzed as:

5 Phase: Set-up Preliminary movements Force-producing movements Critical instant Follow-through

Example?

3- or 5-Phase Skill?OR,

3 Phase: Set-up Movement Follow-through

Example?

3- or 5-Phase Skill?OR,

3 Phase: Set-up Movement Follow-through

Example?

Skill analysis task:

Choose a cycling skillWhat is the purpose of the skill?Break the skill down into partsIs it 3- or 5-phase?

Step 7:Equipment andBasic Cycling Position

Step 8:Practice Coaching Session 2

Basic Cycling Skills:Error Detection & Correction

Observation Strategy:

If you wanted to observe this skill being done by a beginner, what would the best vantage point be?

Where to stand? What to look at? What to watch for?

Fill in “Observation Strategy” box

Key Performance FactorsHow is the outcome achieved?

Outcome / Form of sport taskThe outcome serves to describe when the skill of tactic is clearly achieved or not

achieved

Detectable SignsWhat is observed?How is it observed?

1. Preliminary movements (i.e. Grip / Stance)

2. Back swing or recovery movement (i.e. positioning, back swing, recovery)

3. Force producing movement (i.e. Use or sequence of muscle group and joint action)

4. Critical instant (i.e. impact, strike, )

5. Follow through.

Participant engages in the task but the outcome is not achieved

Participant engages in the task and achieves the outcome or

demonstrates form

What key factors come into play?

Participant does not engage in task

Inconsistencies or inefficiency in movement or task - Little precision or low probability of success in the task

Consistent and efficient movements demonstrated in task – High degree of precision and probability of success in the task

Detectable SignsWhat is observed?How is it observed?

Mo

dif

y / A

dju

st

Dri

ll o

r A

ctiv

ity

Adjust speed or timing or intensity

Repeat task/activity

Makes sport specific adjustments to equipment

Adjust progression

Adjust work to rest ratios, and / or Intensity (Workload)

Adjust task demands

Analyze potential causes

CAUSE GAP

Select Appropriate Corrective Measure

Teac

hin

g

Inte

rven

tio

ns

Help or reassure

Explains or Ask Questions

Use re-focusing or visualization strategies

Simplify - Use examples or reduce variables to process

Demonstrate correct technique / tactic

Provide feedback or results

3. Affective C. Fear or Hesitation

D. Not motivated or not interested

4. Cognitive / Mental

E. Lack understanding or player confused

F Too much information or information overload

H. Difficulty reading / recognizing cues

G. Lack Concentration or poor arousal control

J. Task too Demanding or too easy5. Physical / Motor I. Lacks physical ability to complete

task

B. Environmental factor – Weather / lighting2. Environment

A. Equipment IssueFIT / TUNING1.Equipment

6. Tactical K. Unable to select appropriate tacticL. Choice of Decision

7. Technical M. Unable to effectively or consistently execute technique

THE TEACHING PROCESS

Organization Includes safety measures, and how

the activity starts and finishes Requires at least 50% motor

involvement Coach is able to supervise

Explanation/Demonstration Describe the aim of the exercise Outline what is to be done and how Describe points of reference/cues Identify criteria of successful

performance Touch the different communication

channels (visual, kinesthetic, auditory)

Supervision Ensure that the athletes are actively

engaged and achieve a good rate of success

To observe, move around without interfering with athletes

Supervise both individuals and the group

Verify if success criteria are achieved

Feedback Identify the cause of failure Adapt the activity as needed Help athletes by reassuring them Explain and demonstrate again if

necessary Recognize successful

performance

Effects of the feedback Give the athletes time to practice

again to check whether they have acted on the feedback

Can someone else do the

demonstration better than me ?

Did I give enough time for the athletes to

practice before stopping them to give feedback?

Did I remember to ask the athletes

to give me feedback before

giving them mine?

Key Factors To Consider In Assessing Teaching Effectiveness

Safety Type of practice and

conditions in which activities take place during practice

Weather Site and practice area Equipment Level of fatigue of the

athletes Behaviour of the athletes

Organisation Promotes maximum

practice time Reflects sport-specific

procedures that are proven Equipment is available

and ready to be used Enables a rapid

transition between explanations and activities, and between activities

Optimal use of space, time, and equipment

Coach freed up to supervise activities better

Promotes individual attention to athletes

Explanations and demonstrations

Done in conditions

similar to those the athletes will face

All the athletes can see and hear

Sufficient number (2-3) of reference points identified

Safety factors identified Include some criteria to

enable athletes to evaluate their own performance as they practice

Learning environment

Athletes are actively engaged most of the time

Opportunities exist to interact with athletes who need the most attention

Degree of difficulty of exercises is adapted to the skills level of the athletes

Signs of boredom are recognized and the task is adapted as needed

Athlete’s learning

Feedback Is specific (accurately

outlines what to correct and how)

Is positive and constructive to promote self-esteem

Non-verbal feedback is coherent with verbal feedback

Is correct from a technical point of view

Is coherent with success criteria identified for the task

Is formulated clearly and in a manner that draws the attention of the athlete on the right things

Is provided at the right time and frequency

Observation and supervision of activities

Active supervision

(moving around to observe all the athletes)

Constant scanning of practices

Observing performance from different vantage points

Comparing observed performance to relevant success criteria

Interventions are done individually (mostly) and to the group (as needed)

Quantity and quality of motor involvement

Learning styles

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