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ODE
| Question | Answer |
|---|---|
| What should be confirmed with your supervisor prior to a lesson? | what time you need to arrive + session duration, where the lesson is being held, what you should wear, your specific role and duties, details of activities being conducted, emergency procedures. |
| When should organisational policies and procedures be read and what are they used for? | They should be read before the first lesson and as soon as you accept the position. They should be used to guide decision-making when dealing with issues and used to understand your responsibilities and scope of authority. |
| Behaviours expected of an assistant coach | Promoting positive interaction and participation, using acceptable language, arriving on time and using self-reflection to identify areas for improvement. |
| tactical vs technical | Technical skills are physical actions used to perform a specific skill. Tactical skills are strategic decisions used to apply techniques in a game |
| sport specific session plan elements | introduction, warm up, cool down, review, session objectives, safety considerations |
| Instruction and demonstration | Instructions involve verbal explanations of what to do, while demonstrations involve showing participants how to perform a skill or activity. |
| coaching communication styles for foundations: terminology and language | use simple language that participants understand, avoid technical or complex terminology, use age appropriate vocabulary, speak clearly and at an appropriate pace. |
| coaching communication styles for foundations: tone and level of voice | Use a quiet and friendly tone to help participants feel confident and comfortable, speak clearly to maintain attention, use positive, enthusiastic tone to create excitement, use a calm, reasuring voice to create a supportive atmosphere. |
| sport sepcific safe participation requirements | obeying the rules: teach participants the basic rules of sports and reinforce them consistently. Use of protective equipment: ensure participants wear appropriate footwear with non-slip soles. Hydrations: Plan regular drink breaks during the session. |
| coaching communication styles for foundation participants giving and recieivng feedback | use a high frequency of positive comments, implement the feedback sandwich, praise in public and areas for improvement in private, and give immediate specific feedback. |
| Communicate and confirm the understanding of others when giving instructions | Ask participants directed questions about what they need to do, have participants demonstrate the skill or action, use thumbs up or thumbs down system to indicate their understanding, have participants reapet key points back. |
| seek supervisor and particpant feedback on performance | request a formal post-session debreif to discuss your performance, request written feedback on specific aspects of your coaching, ask supervisor to observe your coaching. |
| how to establish behaviour standards | Listening: Use a attention signal that indicates everyone to stop and listen and/or implement a 'freeze' command that particpants must respond too. Behaviour: take disrutive participants asude to discuss behaviour privately and implement rewards |
| closed questions | questions yield quick, specific, quantitative data—such as "yes/no" or multiple-choice—ideal for narrowing down options and analysis. |
| open questions | Open-ended questions encourage detailed, qualitative, and descriptive responses, starting with "how," "what," or "why" to explore perspectives. |
| what areas should you use for self reflection | instructing safe use of equipment and techniques, establishing behaviour standards, giving and receiving feeback and instructing and demonstrating warm-up, skill development and cool-down activities. |
| communication styles for active listening for foundation level participants | Maintaining eye contact with speaker, asking clarifying questions when needed, summarising or repeating important information, and/or nodding to show understanding |
| Roles of an assistant coach | Supports the head coach Helps deliver parts of sessions Works closely with participants Assists with admin tasks Takes direction from head coach |
| Head Coach vs Assistant Coach | Head coach: plans, organises, leads program Assistant coach: supports + delivers parts of sessions Head coach supervises assistant |
| What is a foundation level participant? | Beginner with little/no skill Any age Focus: fun, participation, basic skills Needs simple instructions + support |
| Why do participants join sport | Have fun Social interaction Improve skills Be active Compete |
| 3 coaching styles | Autocratic: coach controls decisions Democratic: players give input Laissez-faire: players have most control |
| Key features of modern coaching | Participant-centred Fun + inclusive Holistic development (physical, social, mental) Flexible + adaptable Focus on engagement |
| What to do before a session | Confirm details with supervisor Check session plan Prepare equipment + area Identify hazards Check participant needs |
| Stages of learning skills | Cognitive – beginner, lots of errors Associative – improving, fewer errors Autonomous – automatic + consistent |
| 3 parts of a session | Warm-up: prepare body, prevent injury Skill development: main activities Cool-down: recovery |
| Expected participant behaviour | Respect others Listen to instructions Positive attitude Work as a team Care for equipmen |
| Types of practice approaches | Technique-centred: focus on skill Game-centred: play-based learning Constraints-led: modify rules/equipment |
| What does TREE stand for? | T: Teaching style R: Rules E: Equipment E: Environment |
| How to check equipment | Visual inspection Test equipment Remove damaged items Report issues |
| Key policies in sport coaching | WHS (safety) Child protection Privacy/confidentiality Equal opportunity Code of conduct |
| Why feedback is important | Encourages participation Improves skills Builds confidence Should be positive + constructive |
Created by:
Mair.w