fundamentals coach onsite assessment

8/8/2019 Fundamentals Coach Onsite Assessment

http://slidepdf.com/reader/full/fundamentals-coach-onsite-assessment 1/7

Fundamentals Coach On-Site Assessment

© 2010 Coaching Association of Canada & Swimming Canada

DATE ASSESSOR

COACH GROUP

NOTES:

OUTCOME: Support athletes in training CRITERIA: Lead swimmers in appropriate activities

NOTES

OUTCOME: Analyze performance CRITERIA: Detect and correct basic skill errors

NOTES

OUTCOME: Design a sport program CRITERIA: Design a multi-week program plan

NOTES

OUTCOME: Plan a practice CRITERIA: Plan activities in a safe practice environment

NOTES

OUTCOME: Manage a Program CRITERIA: Communicate program philosophy and logistical factors

NOTES

OUTCOME: Support the competitive experience CRITERIA: Model exemplary behaviour at practice and during competition

NOTES





ASSESSOR: Review your coach observation against the criteria and evidences for

the criteria “Lead swimmers in appropriate activities ” in the FundamentalsCoach Evaluation Guide that follows;

Outcome: Provide Support to Athletes in Training

TRAINED Swimming 101

EVALUATED Fundamentals Coach Portfolio & Assessment

Criteria: Lead swimmers in appropriate activities

Achievement Evidence

AboveStandard

Present an Emergency Action Plan with all six critical elementso Locations of telephones (cell and land lines)o Emergency telephone numberso Location of medical profile for each swimmer under the coach’s care o Location of fully-stocked first-aid kito Identified person to make emergency call (“call person”) and manage emergency

situations at facility (“control person”)o Directions to reach the activity site

Meet “Standard for Core Certification” and Adapt equipment and environment factors to promote safety Ensure key learning points are appropriate for the swimmer as identified by the swimming

swimmer development model Use strategies to promote swimmer self-esteem Provide evidence of maximized active engagement time for the swimmer, e.g., descriptions

of strategies that a coach uses to enable swimmers to be active for as much time aspossible versus standing around while listening to instructions or doing nothing

NCCPStandard for

FundamentalsCoach

Certification

Present an Emergency Action Plan (EAP) with five of the six following critical elements.o Locations of telephones (cell and land lines)o Emergency telephone numberso Location of medical profile for each swimmer under the coach’s care o Location of fully-stocked first-aid kito Identified person to make emergency call (“call person”) and manage emergency

situations at facility (“control person”)o Directions to reach the activity site

Perform a pre-practice safety scan of the pool and deck area with a reference checklist Take steps to minimize risk before and throughout the practice, e.g., ensure necessary

equipment is in pace and in safe working order (eg. Blocks, lane lines, backstroke flags) Create opportunities to interact with all swimmers Provide demonstrations so all swimmers can to see and hear Use 1-3 key learning points that are appropriate for the swimmer Reinforce in a constructive way the swimmers’ efforts and performance Create an enjoyable learning environment for swimmers and coach

BelowStandard

Do not present an Emergency Action Plan

Act negatively and demeans swimmers, e.g., uses foul language, calls children names,pressures children to perform using threats

Do not survey practice environment prior to practice





ASSESSOR Review the submitted task against the criteria and evidences for the

criteria “Detect and correct basic skill errors ” in the Fundamentals CoachEvaluation Guide that below;

Outcome: Analyze Performance



Criteria: Detect and correct basic skill errors


AboveStandard

Meet “Standard for Core Certification” and

Demonstrate knowledge of skill progressions using own or sport technical models (ie. KPFdocuments)

Identify potential cause of skill errors as is appropriate to the developmental level of theswimmer

Use individualized approach to address swimmer skill corrections

NCCP

Standard forCoreCertification

Use skill development/progression to scan basic movement phases (e.g. your skills KPFdocuments are excellent checklist for swimming)

Identify basic movement phases of appropriate skills. (e.g. create simple movement patternsfor the swimmers to learn from)

Observe skills from optimal vantage point(s) as defined by the swimming environments. (e.g.you may watch from side, front, above or even below the H2O)

Ensure that corrections are consistent with the skill development/progression checklist.

Identify common corrections to basic skills.

Ask swimmer’s consent for physical contact when assisting in correcting a skill error. (e.g. if you need to use hands on teaching, ask permission and be in clear sight of the guardian inthe bleachers)

BelowStandard

Scan lesson environment infrequently and pays little attention to skill execution

Identify common errors, but do not prescribe an appropriate correction that improvesperformance






criteria “Design a multi-week program plan ” in the Fundamentals CoachEvaluation Guide that below;

Outcome: Design a Sport Program



Criteria: Design a multi-week program plan


AboveStandard


Identify key athletic abilities and appropriate growth and development factors required for long termsuccess in swimming and active living

Present a series of lesson plans that demonstrate the progression of skill development

NCCPStandard for

Core

Certification

On a calendar representing a multi-week program plan:

Identify how the program structure is appropriate for the skill and development level of theswimmers. (e.g. butterfly is best planned for short distances in the early season and then developedover time)

Identify and prioritize goals and objectives of the program at appropriate levels for the age/stage ofthe swimmers in your group. (e.g. this month we want to achieve the best U/W skills in the region)

Identify a swimming calendar of events (practice/competitions/social/etc.) (e.g, include the monthlypizza party and time trial in the plan)

Identify an appropriate progression of skill development for subsequent lessons or practices asdefined by KPF models (e.g., sequence of skills teaching backstroke may be body position, followedby leg action and then arm action prior to breathing and timing)

BelowStandard

Do not provide a calendar that outlines the program structure

Do not identify goals or events on the calendar

Do not identify the progression of skill development for subsequent lessons






criteria “Plan activities in a safe practice environment ” in theFundamentals Coach Evaluation Guide that below;

Outcome: Plan a Practice



Criteria: Plan activities in a safe practice environment


AboveStandard

Design an Emergency Action Plan (EAP) that provides:

o Location of telephones (cell and land lines)o Emergency telephone numberso Location of medical profiles for each swimmer under the coach’s careo Location of a fully stocked first-aid kito Identified person to make emergency call (“call person”) and manage emergency situations at

facility (“control person”)o Directions to the activity site


o Coach makes use of the available time, space and equipment to promote a high degree ofactive engagement time

o Use of safe, innovative practice activities to promote individualized learning and mastery

NCCPStandard for

CoreCertification

Identify swimmers’ needs in relation to age, abilities and performance levels (e.g. reflect on yourSNC ADM and LTAD)

Match activities to the skill level of swimmers. (e.g. create an assessment using your KPF’s)

Match activities to the appropriate segment of the practice (intro, warm-up, main part, cool-downand a conclusion/reflection)

Modify practice activities to address basic scenarios (i.e. Double booked facility, swimmers withdifferent skill levels etc.) that could occur in your group. (e.g. create an alternate activity plan forland)

Design an Emergency Action Plan (EAP) that provides:

o Location of telephones (cell and land lines)o Emergency telephone numberso Location of medical profiles for each swimmer under the coach’s careo Location of a fully stocked first-aid kito Identified person to make emergency call (“call person”) and manage emergency situations at

facility (“control person”)o Directions to the activity site

BelowStandard

Do not design an Emergency Action Plan Do not modify practice when to address provided scenario Do not match activities to the skill level of swimmers or to the appropriate segment of the practice






criteria “Communicate program philosophy and logistical factors ” in theFundamentals Coach Evaluation Guide that below;

Outcome: Manage a Sport Program



Criteria: Communicate program philosophy and logistical factors


AboveStandard


Outline the financial demands for swimmers (equipment/clothing/travel)

Create and organize community sport events

Provide swimmer or designated stakeholder with a progress report

NCCPStandard for

CoreCertification

Present a communication tool that outlines information about the program (i.e. newsletters,letters, flyers etc.)

Remember to protect swimmer information is protected when distributing information;i.e., When sending mass email communications, be sure to respect the confidentiality ofcontact information; Ask permission before sharing contact information

Information to be shared includes program schedules (practice and competitionschedules), swimmer expectations, program news updates etc.

Identify and define behaviour expectations for swimmers, parents and coaches to ensureprinciples of fair play (eg. pre-season meeting or letter).

BelowStandard

Do not use communicate program information to swimmers and other stakeholders

Do not protect privacy of swimmer information

Do not identify and define behaviour expectations for swimmers and other stakeholders






criteria “Model exemplary behaviour at practice and during competition” inthe Fundamentals Coach Evaluation Guide that below;

Outcome: Support the Competitive Experience



Criteria: Model exemplary behaviour at practice and during competition


AboveStandard


Identify logistics for an in-house competition activity, e.g., coordinate plans for a club in-housecompetition.

Identify common community coach tasks, e.g., submission of task list, creation of handbook for nextseason’s coach, etc.

Identify tasks involved in organizing logistics for a competition**

NCCPStandard for

Core

Certification

Demonstrate behaviours that are consistent with the NCCP Code of Ethics. (e.g. swimmers andstakeholders see you as being fair)

Ensure that swimmers are enjoying the practice / competition environment

Implement the fundamental rules and appropriate modifications (e.g. adjust to the situation and theswimmers in your care)

Behave respectfully toward swimmers, parents, officials, and other stakeholders. (note: you are therole model for these swimmers)

BelowStandard

Model behaviour that is not consistent with the NCCP Code of Ethics

Focus is only on winning

Do not foster enjoyment and learning in the swimmers

fundamentals coach onsite assessment

Documents