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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

Version 1.0 2010 © Coaching Association of Canada and Karate Canada

Instruction – Beginners Karate: Coach Workbook


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



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.



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: 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


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



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



2.4 Defining Learning…

2.4.1 I know my athletes are learning when….

2.4.2 My definition of learning is…



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



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



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



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



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



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



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…



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.



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



NCCP Core

Competency



core competency…


competency in the

following ways and

situations…



my coaching…

Critical

Thinking

Leading

Interacting



NCCP Core

Competency



core competency…


competency in the

following ways and

situations…



my coaching…



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



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



2.12 Action Card Date: ______________________________ Location: ___________________________

I will START…

I will STOP…

I will CONTINUE…



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


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





you will apply and model the five core competencies in your coaching situation. Look for the lightbulb icon


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



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.


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



� 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…



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.



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



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: ____________


Option 3: _____________


Option 4: ______________


Option 5: _______________




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



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.



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



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.



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 =



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



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…



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.



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.



Worksheet: Establish the Facts in a Situation

Column 1:

Facts of the

Situation

Column 2:

Ethical Issues

Column 3:

Options and Possible

Consequences


YES ( )

NO ( )


� Well-being, health or safety of people, short or long term




� Appropriate use of authority in best interests of athletes



� Competence, level of training, or scope of practice of coaches

or persons in authority

� Loyalty, keeping commitments, or keeping one’s word


� Harassment



� Observance of established principles, team rules, or


procedures

� Observance of sport rules and regulations

� Fair play

� Maintain dignity and self-control

� Respect for officials and their decisions



Option 2: ____________


Option 3: ____________


Option 4: ____________


Option 5: ____________




Worksheet: Evaluate Your Options

Principle

s



Option Number

1 2 3 4 5

Physical safety

and health of

athletes





Coaching

responsibly







Integrity in

relations with

others












5 =



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.



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



Worksheet: Establish the Facts in a Situation

Column 1:

Facts of the

Situation

Column 2:

Ethical Issues

Column 3:

Options and Possible

Consequences


YES ( )

NO ( )


� Short or long term well-being, health or safety




� Appropriate use of authority in best interests of athletes



� Competence, level of training, or scope of practice of coaches

or persons in authority

� Loyalty, keeping commitments, or keeping one’s word


� Harassment



� Observance of established principles, team rules, or


procedures

� Observance of rules and regulations in sport

� Fair play

� Maintaining dignity and self-control

� Respect for officials and their decisions



Option 2: ____________


Option 3: ____________


Option 4: ____________


Option 5: ____________




Worksheet: Evaluate Your Options

Principle

s



Option Number

1 2 3 4 5

Physical safety

and health of

athletes





Coaching

responsibly







Integrity in

relations with

others












5 =



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:




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



core competency…


competency in the

following ways and

situations…



my coaching…

Problem-

solving

Valuing



NCCP Core

Competency



core competency…


competency in the

following ways and

situations…



my coaching…

Critical

Thinking

Leading

Interacting



NCCP Core

Competency



core competency…


competency in the

following ways and

situations…



my coaching…



3.15 Self-assessment This self-assessment will allow you to reflect on your current coaching practices. The items that are listed in




Rate your ability to use a process for making ethical decisions

based on the NCCP Code of Ethics.



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



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:



3.16 Action Card Date: ______________________________ Location: ___________________________

I will START…

I will STOP…

I will CONTINUE…



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


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





you will apply and model the five core competencies in your athletes’ training. Look for the light-bulb icon


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



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 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)



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



� 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



� 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?



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?



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?



� 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?



� 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?



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



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



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



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:




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



core competency…


competency in the

following ways and

situations…



my coaching…

Problem-

solving

Valuing



NCCP Core

Competency



core competency…


competency in the

following ways and

situations…



my coaching…

Critical

Thinking

Leading

Interacting



NCCP Core

Competency



core competency…


competency in the

following ways and

situations…



my coaching…



4.10 Self-assessment

This self-assessment will allow you to reflect on your current coaching practices. The items that are listed in






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



4.11 Action Card

Date: ______________________________ Location: ___________________________

I will START…

I will STOP…

I will CONTINUE…



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…

karate: coach workbook - · pdf fileinstruction – beginners karate: coach workbook...

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