Coaching Youth Netball E-Book

Anita Navin

• Herausgeber: Crowood
• Kategorie: Bildung
• Sprache: Englisch
• Veröffentlichungsjahr: 2016

Beschreibung

Coaching Youth Netball is a one-stop resource that will offer coaches, teachers and parents everything they need to deliver fun, dynamic, player-centred practice sessions as well as guidance to how to run a team and a club. Coaches at all levels will find ideas and information that will help them formulate plans to suit their players' abilities. Topics covered include practical games and drills; fundamental skills including movement, catching, throwing, passing and shooting; game sense, defensive and attacking skills and ways to manage your team and your club. Includes practical games and drills, enabling coaches to run productive sessions for young players and helps teach fundamental skills, including movement, catching, throwing, passing and shooting. This one-stop guide offers coaches, teachers and parents everything they need to deliver fun and dynamic netball practice sessions. Fully illustrated with photographs and diagrams.

Leseprobe

COACHING YOUTH NETBALL

An Essential Guide for Coaches, Parents and Teachers

COACHING YOUTH NETBALL

An Essential Guide for Coaches, Parents and Teachers

Anita Navin

THE CROWOOD PRESS

First published in 2016 by The Crowood Press Ltd Ramsbury, Marlborough Wiltshire SN8 2HR

www.crowood.com

This e-book first published in 2016

© Anita Navin 2016

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publishers.

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library.

ISBN 978 1 78500 117 8

Dedication

This book is dedicated to all those club volunteers who work tirelessly to promote the game of netball at youth level.

Acknowledgements

The editor, authors and publishers would like to thank Laura Woodrow, a photography student at the University of Gloucestershire, for her willingness and support in kindly providing photographs for this publication. Thanks go to Hucclecote Netball Club players and coaches for allowing the photographer to attend the junior club session. In addition the editor is grateful for the supply of photographs for both chapters and cover from the appointed England Netball photographer, David Kitchin (www.takethatfoto.co.uk).

CONTENTS

Contributor Profiles

1 Introduction to Coaching Youth Participants Anita Navin

2 Managing the Youth Netball Club Environment Nicky Fuller

3 Planning a Youth Netball Session Anita Navin

4 Application of a Game Sense Approach Alison Croad & Jose Castro

5 Coaching the Technical Skills in Netball Anita Navin

6 Coaching Defensive Skills Maggie Jackson

7 Top Practices for Developing Attacking Skills Denise Egan

8 Integrating the Rules of Netball in a Coaching Session Gary Burgess

9 Developing Psychological Skills and Leadership Jane Lomax

10 Nutritional Guidelines Penny Rumbould

11 Coach Development Abbe Brady and Barbara Daniels

References

Index

CONTRIBUTOR PROFILES

Dr Anita Navin (editor)

Anita is currently the Head of School for Sport and Exercise at the University of Gloucestershire. Anita was a teacher of Physical Education and was successful in the development of netball for the U18 age groups as part of her role in secondary education. Coaching teams at national finals and promoting netball for fitness and a healthy lifestyle remained priorities throughout her career in schools. Anita has been involved with England Netball for over twenty-five years as an athlete, coach, coach developer, talent scout and a lead consultant for the development of both education and coach mentoring programmes. In 2011 Anita was awarded the UK Coach Educator of the Year and has continued to support the development of coaching at all levels. Anita was a high performance coach for England Netball, working closely with age group and senior athletes on a weekly basis at the home training centres. Internationally Anita has taken on a lead coaching role with Netball Northern Ireland. In addition she has held an Assistant Coach position and Director of Netball role with the Team Northumbria Franchise in the England Netball Super League. Anita is a highly experienced coach and coach educator and her involvement in the strategic development of sport and sports coaching contributed to her appointment onto the following:

UK Sport World Class Coaching Steering Group

The International Netball Federation’s Coaching Advisory Group

Sports Coach UK Coaching Standards Group.

Anita continued her support of netball in the performance context following her selection to a commentary role with the Sky Sports channel in 2006 and is still actively involved as a pundit and commentator for the programme. Anita has been part of the commentary team for all of the England International Test matches, and was appointed by the host broadcaster to commentate at the Commonwealth Games in Glasgow in 2014 and the Netball World Cup in Australia in 2015. Anita has supported the development of netball in Africa and devised a Level 1 qualification programme for coaches on behalf of the INF (International Netball Federation). In addition Anita completed her Professional Doctorate, which investigated the characteristics of expertise in coaches within netball. With The Crowood Press, Anita has published a range of texts on netball and sports coaching.

Nicky Fuller

Nicky Fuller is a coaching consultant, working with a range of national governing bodies and their coaches. She supports in the development of qualification programmes (UKCC Levels 1–4) and on-going professional development workshops. She works with individual coaches from netball, equestrian disciplines and golf to develop their professional expertise. Her formal association with England Netball started when she was selected to represent the country in junior age group squads. Over the years she has become a coach, umpire, development officer and administrator within England Netball. Her coaching has taken her to work with the national side of Dominica in the Caribbean and across the UK. Most recently her interest has been in coaching junior netballers at Club and County Academy. She jointly founded her current junior netball club in Shropshire, which has been developing over the past twelve years with squads from U11 to U19. She is passionate about using netball as a tool to develop the personal skills of girls and young women.

Alison Croad

Alison is currently a Senior Lecturer in Sports Coaching at the University of Gloucestershire, where she is also Head of Netball. Alison’s main research interests include innovative approaches to coaching and the impact of coach development on coaching practice. Her latest study investigated the implementation of game-based coaching pedagogy in elite performance sport, exploring the process of elite coaching and the development of player autonomy. Alongside her academic role, Alison is a keen sports person: having previously competed internationally in athletics, she now plays netball and has coached within a range of different sporting environments. These include primary and secondary schools and the County Netball Academy. Through her previous employment Alison worked as a community sports coach and then as a coaching manager with the local county sports partnership. Alison has also contributed to the International Netball Federation’s netball development programme by supporting an event in Ethiopia. Alison delivered a range of sessions to teachers of Physical Education where a game-based pedagogy was adopted.

Jose Castro

Jose is a Lecturer in Sports Coaching at the University of Gloucestershire, and his teaching commitments are focused on sports coaching and research methods. His main research interests relate to coach and player learning, through the application of pedagogical approaches within the coaching setting. In fact, Jose’s doctoral study investigates coach and athlete learning in team sports, using a game-based approach which encourages coaches and players to critically reflect on the game’s tactical constraints, promoting decision-making and, consequently, performance. Alongside his academic role, Jose is also an experienced international volleyball coach and was recently awarded ‘Coach of the Year’ by the South West Volleyball Association and ‘Performance Development Coach of Year 2014’ by the England Volleyball Association. Additionally, Jose is a Sports Coach UK qualified Tutor, and Volleyball England Tutor.

Maggie Jackson

Maggie Jackson is a former Physical Education teacher and is currently working both in education and in coaching. Maggie, a former international netball player, is involved in the England Netball High Performance Programme as a National Selector and a mentor for potential Level 3 and High Performance Coaches. She was the Head Coach for Hertfordshire Mavericks for six years, where they successfully reached the final each year and won the Netball Super League Competition on two occasions. With Maggie as the Interim Head Coach at the 2010 Commonwealth Games and Assistant Coach in the 2006 Commonwealth Games and the 2011 World Cup, the England squads achieved third place in all competitions. Maggie is an accredited tutor with England Netball and regularly delivers workshops and UKCC courses. She was awarded an MBE in 2012 for Services to Netball.

Denise Egan

Denise is a consultant in Sports Coaching and is actively engaged in promoting expertise in netball coaching through a range of programmes. Denise was previously an Assistant Headteacher in a secondary school and has supported the development of trainee and newly-qualified teachers of Physical Education. Denise is a successful World Championships and Commonwealth Games coach for England Netball and was one of the first coaches to run a high performance netball programme for the North of England. She is also renowned for putting forward successful teams in National Schools Netball competitions and her notable achievements include eight players from the school gaining a place in the England Netball squads. Currently, Denise is also an active coach educator for England Netball as part of their UK Coaching Certification programme.

Gary Burgess

Gary Burgess is one of the world’s leading netball officials, umpiring the 2010 and 2014 Commonwealth Games Gold Medal matches and the 2011 and 2015 Netball World Cup Finals. Domestically he has umpired the last eight Netball Super League Finals. A leader in umpire education, Gary writes regularly for the publication Netball and has worked extensively throughout the British Isles and Europe as an advisor to National Umpiring Associations. Away from Netball Gary is currently an Assistant Principal at a large comprehensive school in Norfolk.

Jane Lomax

Jane is currently a Senior Lecturer at the University of Chichester, training sports coaches, Physical Education teachers and adventure educators. She is a BASES accredited sports science support worker in psychology with over twenty years’ experience working with performers and coaches from a range of sports, including five seasons with England Netball squads. Jane’s coaching experience within netball includes English and British universities, National Talent League teams, as well as working with younger players at school, club and county level. Jane is a tutor, assessor, internal verifier and mentor for England Netball’s coach education programme and currently sits on the High Performance and Coaching Advisory Groups. Jane also has experience in coaching other sports including skiing; teaching within the secondary sector; management training within the corporate world and has spent many years tutoring for Sports Coach UK.

Penny Rumbold

Dr Penny Rumbold is a Lecturer in Sport and Exercise Nutrition in the Department of Sport and Exercise Sciences at Northumbria University. Her teaching interests lie primarily in the nutritional and physiological aspects of sport, exercise and health, and also paediatric exercise physiology. Through her PhD work Penny focused on energy and appetite regulation in young athletes involved in netball. Penny competed in netball and her passion for the sport meant she supported coaching in her community-based club in Tyne and Wear.

Abbe Brady

Abbe is based at the University of Gloucestershire, where she is presently the Course Leader for the MSc Sports Coaching and the Professional Doctorate in Sport and Exercise. Alongside her academic role Abbe is a BASES accredited Sport Scientist and an HCPC registered Sport and Exercise Psychologist, through which she supports coaches and athletes to develop and flourish in the pursuit of their respective goals. Over the last twenty years Abbe has worked in the design and delivery of coach and mentor education for sports coach UK and national governing bodies in sport and more recently her work has extended to business settings. Abbe’s research interests in coaching include: practices associated with athlete and coach well-being; examining coach resilience, and how coaches support the development of strengths, resilience and positive psychological capital in athletes; exploring humanization and holistic practice within coaching and leadership; developing cultures that promote growth mind-set, and the efficacy of reflective practice and mentoring in coach development.

Barbara Daniels

Barbara is an independent coach education consultant who has worked in sports such as cricket and netball in developing their UKCC qualifications and in training coaches and coach developers. She played cricket for England from 1993 to 2000 and was Executive Director of the Women’s Cricket Association and, subsequently, the National Manager for women’s cricket for the England and Wales Cricket Board (ECB). She is currently working with the PGA on developing and delivering their Level 3 coach education programme and is studying for an MPhil at the University of Gloucestershire. In recent years she has been mentoring coaches through their Level 3 and 4 qualifications and has become an international mentor for coaches in Olympic and Paralympic sports from smaller Olympic nations. She is also involved in the delivery of the Women in Sports Leadership programme run through the Anita White Foundation and the University of Chichester. Barbara’s research interests are in coach learning and reflective practice.

CHAPTER 1

INTRODUCTION TO COACHING YOUTH PARTICIPANTS

Anita Navin

Successful coaching of children is associated with positive participant outcomes such as enjoyment, the promotion of intrinsic motivation and self-esteem. Effective coaches know all the techniques and tactics within the game of netball and will be able to demonstrate the ability to individualize communication and activities based on the needs of the participant. Effective coaching is not only related to the development of netball or game-specific outcomes, but is connected to the all-round holistic development of the individual. Successful coaching in the youth context should not be driven by winning but should prioritize the holistic development of the young person.

Fig. 1.1 The potential pressures and demands placed on a young participant.

There can be many influential factors underpinning a young person’s behaviour, motives and individual needs when they enter into a coaching session and it is therefore important to build a relationship with the individual. Fig. 1.1 offers an example of a young person’s commitments both within and outside netball. The coach should develop an understanding of any family or education demands that can impact upon the individual in a coaching context. In addition, if a participant is a member of a performance development pathway there will be added netball demands from another context.

A participant-centred and holistic coach will develop trusting working relationships with each individual and most of all will have an insight into the lifestyle demands of each person. Acknowledging an individual’s potential is vital, and ensuring the needs of the person are known and met is critical to success in the coaching role.

A humanistic approach in coaching is essential, where the total development of the participant is a priority. A coach will focus on enhancing self-awareness, growth and development of the participant, ensuring each individual is engaged in decision-making within a session. To facilitate the attainment of such humanistic outcomes, the coach will empower participants by asking a range of open questions to engage and prompt ownership of the learning process. In addition, participants will be encouraged to work collaboratively and foster a team climate for learning. The coach must provide a safe and supportive environment for learning, enabling the young person to make personal choices. Supporting a participant’s ideas and self-expression are important factors for the humanisticfocused coach. There are several assumptions connected to the humanistic approach and coaches are encouraged to model each and every one in their coaching practice.

Understanding individual needs within the group is critical in coaching.

It is therefore not just about the development of sport-specific outcomes; the coach should promote the development of the young participant as an authentic and valued individual. When coaching young novice participants there will be greater coach control and coach dependency. As the individual develops competence and confidence there should be opportunities provided for self-management, self-determination and shared decision-making. A primary aim of any coach is to ensure there is a shift in coach dependency as an individual develops, in order to ultimately promote personal autonomy and participant independence.

Individuals should be encouraged to work collaboratively within a session.

Coaching effectiveness has also been defined by the participant outcomes a coach should strive for when supporting the development of the young participant. Known as the ‘4Cs’ – competence, confidence, connection and character (Côté and Gilbert, 2009) – the outcomes should be a reference for all coaches in the youth context. (Sports Coach UK offer ‘5Cs’, developed from the work of Jean Côté, which includes Creativity, and the five Cs are referred to later in the text.)

ASSUMPTIONS OF A HUMANISTIC APPROACH

Competition goals should not take priority over personalized goals and the needs of the individual.A coach should promote an individual’s development through empowerment, engagement and self-determination.Netball will be only a part of an individual’s life, so a coach should consider this in relation to other human experiences such as family, career, education and health.Coaching should focus not only on the technical and tactical aspects of the sport but on emotional, social and psychological performance.Coaching should be built around successful interpersonal and professional relationships between the coach and participant.

The four Cs – representing the outcomes of effective coaching in netball:

Competence Technical and tactical skills of the game, improved health and fitness and healthy training habits.

Confidence Overall positive self-worth.

Connection Positive bonds and social relationships with people inside and outside netball.

Character Respect for the sport and others (morality), integrity, empathy and responsibility.

Coaches should always ensure they have a clear philosophy representing a set of values to underpin their coaching behaviour and practice. Successful coaches will be selfaware and will ‘know themselves’ through the ability to self-reflect on their coaching. This self-reflection should closely connect with your own philosophy, remaining as a guide for coaching practice and making sure you as the coach remain true to yourself. A coaching philosophy is often a statement of the beliefs and values that coaches will model their coaching practice upon. When difficult decisions have to be made in the coaching role, it is the philosophy that should be used to underpin the outcome.

Developing Your Coaching Philosophy

All coaches will possess values they believe explain their actions in both life and coaching. For example, if a coach values hard work and effort in a session, rewards will be based on this commitment and maximum effort. Other values may include respect, health, honesty, self-responsibility, trust, friendships and enjoyment. Coaches should uphold their values and model them in everyday life to ensure they impact positively on all individuals they come into contact with. Having a positive influence physically, psychologically and socially are important considerations for the youth coach. An example of a coaching philosophy for a coach in netball is outlined below:

AN EXAMPLE OF A COACH PHILOSOPHY

As a coach I will create an environment where there is mutual respect between the coach and participants. I will promote openness, honesty and equity at all times and I will be accountable for all that I do. I will educate participants to become independent and strive to ensure everyone reaches his or her true potential. I will remain committed to ongoing learning and development to maintain currency in the coaching role.

As a result of additional experiences in the coaching role your beliefs may change, so it is important to modify your philosophy. Reflect upon your coaching practice to ensure that there is a match with your philosophy. A philosophy should influence coaching practice and an individual’s coach development pathway.

Coaching Process Skills

The coaching process or craft-based skills provide a set of guiding principles for the delivery of an effective coaching session. A coach must have knowledge of technical and tactical components impacting upon performance, along with the necessary communication and interpersonal skills, to be successful. A coach who is a technical expert or most conscientious and effective in the planning phase will only succeed if the craft-based skills are applied in the delivery of the coaching session. Effective organization of the working environment and good communication skills contribute to individual satisfaction and performance improvement within the sports setting.

It is the ‘how to’ coach skills which provide strategies and which are an essential ‘tool kit’ for the coach. The ‘how to coach’ skills reviewed in this chapter provide guidance on creating a positive climate, the organization of resources, presentation of information and coach relationships/interventions with the participants.

THE ‘HOW TO COACH’ SKILLS

SafetyBuilding rapportFunOrganizationExplanationDemonstrationObservationAnalysisFeedback

Creating a Positive Environment

Safety

Initially the coach must ensure that the working environment is free from hazards and risks. In addition the coach should assess the risks within the coaching environment by considering the participants, the intended activity, the equipment, coaching methods and the working environment. An evaluation and overall assessment of the risks should take place and often a Risk Assessment proforma utilized by the coach would identify the impact of the risk in terms of a rating of low, medium to high. The rating relates to the likelihood of the risk leading to an injury and the frequency at which the coach believes this could occur. The coach is required to make a decision in relation to the intended action and most often the coach will eliminate the risk from the coaching environment. If the risk cannot be eliminated, the coach must accept the risk and implement an approach to safeguard all participants. A coach will decide to either avoid the activity due to the high risk factor with a particular group and associated environment or accept the risk and work to the safe practice principles outlined in this chapter. Reinforcing the safety issues with participants and conveying the code of behaviour for them to work to will support the coach in ensuring safe and effective practice.

Step 1: Identify the risks

Step 2: Evaluate the risks

Step 3: Select an approach to manage the risk

Step 4: Implement the approach

Environment

The coach should perform a check of the working space. The following guidelines identify the specific aspects a coach should consider prior to, during and after the coaching session:

Check for any debris on or around the working area.

Ensure there is access to a telephone in case of emergency.

Know the first aid procedure at the venue.

If outdoors, monitor the temperature.

The weather can affect the outdoor working area; check the surface, particularly if there has been rain, frost or falling leaves.

Secure all fixed equipment and store equipment not in use.

Ensure lighting is adequate.

Check emergency exits are not obstructed and fire procedures are known.

Ensure participants know how to carry the piece of equipment safely.

The coach should always check any equipment that has been assembled by others prior to using it.

Always communicate the working area and boundaries to the participants within the session.

Ensure equipment is appropriate to the age and ability level of the group.

Store equipment intended for use in a safe place during the session.

Distribute equipment in a safe and systematic form, making sure large numbers do not all descend on an equipment store or one location to collect equipment at any one time.

Ensure equipment is put away safely at the end of the session and participants follow the routines communicated by the coach.

Promoting a safe environment for player development is essential.

Participants

A coach should carry out a check with all individuals in terms of their readiness to participate. It is essential that the coach is briefed and informed of any injuries or illness a participant may have sustained and that asthmatic participants have their inhalers with them at all times. The participants should remove all jewellery, tie long hair back away from the face and should be wearing appropriate clothing and footwear for the session. Participants must not be allowed to chew gum during the session, but all should be encouraged to have water bottles with them for rehydrating. During the session a coach must ensure that no young person leaves the session and is unsupervised.

All planned activities and progressions should be appropriate to the individuals in a session, and to promote a safe and productive working environment the coach should establish and reinforce rules and safe practice routines with the participants.

Building Rapport

Interpersonal skills are of paramount importance, given the complexities of human interaction that feature within the coaching environment. A coach should get to know the participants, appreciate their needs and individual differences, acknowledge their efforts and be an active listener. Active listening enhances communication and the coach should pay full attention to the speaker, make eye contact with the participants and use a nodding gesture to demonstrate understanding. A coach who actively listens may summarize what has been said with lead-in questions to the speaker, for example, ‘What you are telling me is…’

A coach should make every effort to speak with all participants in a session and show respect to everyone irrespective of their ability level. The power of non-verbal communication, e.g. a smile, must not be underestimated; a coach who smiles and engages with participants is more likely to create a supportive climate for learning. A coach should also bear in mind that up to 70 per cent of communication is often defined as non-verbal.

SAFETY

Assess risks associated with the participants, environment and equipment.A coach should perform the same checks throughout a session.Ensure participants remain ‘on task’ and in the correct area.Ensure the learning activities and progressions are appropriate.

Fun

The ‘fun factor’ must not be underestimated within a coaching session. While a productive and safe environment must be maintained, fun practices and activities will motivate and engage participants. To make a session fun the coach should apply the good practice principles outlined below:

Ensure participants are active quickly

Know your session plan.

Equipment is organized and easily accessed.

Plan explanations and use cue words to reduce talk time.

Participants should have all they need for the session (kit, drinks bottle and personal equipment required).

Learning activities should bevaried and challenging for all

Differentiate your planning for all performance levels.

Avoid repetition of the same warm-up, practice and groupings.

Make a conscious effort to offer a novel idea or different task in each session planned.

Engaging and developing rapport with a young group will promote a positive environment.

Promote activities for all participants to be actively involved

Keep group sizes small to reduce any waiting time in long queues.

Plan for odd numbers in the practices.

Equipment should be organized for the numbers in the session.

Make adaptations if an individual is repeatedly over- or under-challenged on a task.

Feedback should be positive and reward effort along with performance outcomes

Praise individuals who commit fully to the task and always give of their best in a session.

If there is an error in terms of performance, offer corrective feedback or open questions to tease out what the individual should do.

Organization

A coach must be an effective organizer of all resources, and this is a vital consideration within the planning phase. Coaches must plan how they will manage the participants, support coaches, the working area and equipment. An effective coach will also have a contingency or back-up plan should there be fewer or more participants, a reduced working area or indeed problems with equipment. When organizing individuals into groups and allocating working areas, the coach should strive for smooth transitions between practices and re-groupings. Effective organization will address the following issues:

Planning

Know the number of participants and note how you will run a practice with more or fewer participants.

Clearly note how the working area will be sectioned and try to maintain similar setups, therefore maximizing the time spent in a learning activity.

Plan the process for allocating or collecting equipment in a session.

Complete any organizational steps prior to a group arriving for the session if possible.

Safety considerations

Complete a risk assessment for a coaching venue.

Check the working area before commencing delivery of a session.

Do not use any faulty equipment.

Reduce the area of work if there are hazards close by.

Grouping participants

Organize groups randomly or by ability.

Be sensitive when grouping by ability and set realistic challenges for each group accordingly.

Plan groups in advance and progress logically (e.g. 2s to 4s, 3s to 6s).

Group size

Consider the intensity and involvement of all participants.

Smaller groups maximize involvement.

If the activity is intensive a larger group offers more recovery/rest time, thus encouraging high quality practice.

Smaller groups contain fewer communication channels between participants, therefore any discussion is easier.

A coach must be an effective organizer of resources in a session.

Explanation