Level 3 Training Course Workbook V3-0 August 2015

BCUAB LEVEL 3 TRAINING COURSE WORKBOOK
British Canoeing
Level 3 Certificate in Coaching Paddlesport
Training Course Workbook
BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

 BCUAB 2015 PAGE 1 OF 32
Session 2 - Building Profiles Involving the Paddler
One method of profiling what a paddler needs is to use a model based around TTPP what does this mean to
you;
• T=
• T=
• P=
• P=
• All considering the E =
From the practical session or your experience list two examples for each element of TTPP;
T= T=
P= P=
When looking at some of your TTPP examples what challenges did you have as a coach?

How could you overcome some of these challenges?

Observation, Analysis and Evaluation

List 10 key considerations and techniques for good observation and analysis;
List advantages and disadvantages of observation with limited coach/paddler communication;
Advantages Disadvantages

Highlight some key considerations when using video as an observational and analytical tool;
List advantages and disadvantages of observation with coach/paddler communication and interaction;
Advantages Disadvantages

Session 3 - Skills for Developing Yours and Others Coaching

A good starting point is for us is to understand and agree how skilful a coach is in a range of coaching skills or
behaviours. As coaches we are good at judging our paddlers performance on the water. Fitts & Posner (1967)
suggested three learning phases that can be identified as we develop a physical skill such as forward paddling;
BCU Coaching Handbook (2006) Page 157
Our challenge is to become proficient at identifying how well a coaching behaviour is developed in a coach. We
can use a modified rating scale to help with this.

The following scale has been adapted from BASI after Fitts & Posner (1967);
Rating
Descriptor
Scale
LATE ACQUIRED
6 The element is applied and varied with flair and creativity. The process is autonomous
I can do this well and never doubt it – it’s just part of what I do!
EARLY ACQUIRED
5
The quality of this element is maintained without much conscious attention
I don’t really have to think about it
LATE PRACTICE
The element is used well when the performer has time to focus on it. But when their attention is
4
drawn elsewhere they are inconsistent.
It works ok as long as I think about it!
EARLY PRACTICE
The performer is learning to use the element when they think about it, but often seeks & needs
3
confirmation
It seems to work. Is it ok?
LATE AWARENESS
This element is beginning to appear in the performance. There is an understanding but not based
2
on the ability to apply it
AHA! I get it…
EARLY AWARENESS
1 More awareness needed.
I think I understand but…
0 I know nothing!
Below is an example of a coach’s self-profile;
Practice Self Check Command Divergent Reciprocal Discovery

Samples
Communication;
0
Non-verbal
Active Listening Questioning Developing Rapport
Communication
Coaching;
Positioning Repetition Clarification Use of BBB Indicators
Coaching Styles;
Practice Self Check Command Divergent Reciprocal Discovery

Skill Profile Wheel;

1
2
3
4
5
6
Observation
 BCUAB 2015
Analysis
Use and Awareness of Teaching Styles

BCUAB LEVEL 3 TRAINING WORKBOOK
VAK Sensory Preference Awareness
Awareness of Learning Styles
Planning & Goal Setting
Use of Practice
Individualised Coaching Strategies

Use of Demonstrations
British Canoeing Level 3 Coaching Performance Profile
Structuring Coaching Sessions
Creating a Supportive Coaching

Environment
Use of Feedback
Coaching for Long-Term Learning
Coaching for Short-Term Learning
Self & Student Review Techniques
Communication
Self & Student Action Planning
Awareness of Technical Coaching
Awareness of Tactical Coaching
Awareness of Physical Coaching
Awareness of Psychological Coaching
Mental & Physical Risk Assessment

PAGE 10 OF 32
Session 4 - Introduction to Medium Term Coaching and Annual Programmes
List three key considerations in the difference between coaching for the short-term and coaching for the
medium-term;
1.
2.
3.
List considerations when constructing an annual coaching programme;
What are the key stages of the annual programming process?

Using a current known performance standard design an outline annual programme for a Paddler to become a
better performer in their chosen discipline;
Outline Annual Programme

Session 5 & 6 - Review of Day

List below your main learning points from today’s sessions;
Day 1 Learning Points

Considering the above learning points and your British Canoeing Level 3 Personal Performance Profile, list
below some key action points for you to develop your coaching;
Personal Action Points

Session 7 - Homework
Profile the TTPP Needs for a paddler at a higher level;
T= T=
P= P=

Adapt your programme on page 14 to design a programme that would develop you as a paddler (or a paddler
you coach) to a higher level of performance (homework);
Personal Annual Programme

Session 8 - Presentation of Annual Programmes
List below reasons why paddlers may drop out of an annual programme and possible solutions for this;
Reasons Solutions
List any challenges the group had in adapting their programme to meet their own personal needs;
Challenges

Session 9 - Medium Term Coaching

To ensure our paddlers learn skills in a way that helps them remember them for the future, in a variety of
environments, there are some methods of coaching which help this. List some of these methods;
Medium Term Coaching Methods
List examples in your coaching how you would use some of the above methods;
Personal Coaching Examples

Session 10 - Monitoring and Evaluating Level 1/2 Coaches

Create an evaluation schedule that works for you to enable you to observe a coach coaching and evaluate
them objectively against British Canoeing Level 3 coaching behaviours;

List any personal performance feedback you have received and personal action points to address this;
Feedback Action Points
List any coaching techniques you saw in the session that were new to you or clarified your understanding;
Coaching Technique Example

Note down what initial goals were agreed by yourself and the tutor for the coaching session;
Did every paddlers goals stay the same during the session, or did they change? If they changed was it the tutor
identifying the paddlers needs as opposed to their wants, and if so how did they go about re-negotiating the
original goals?

Session 11 - Strategic Coaching

Identify what key skills or parts of a skill that the coach/paddler decided would make up the session. Then
consider and write down how the tutor coached and the coaching behaviours they used in their delivery, when
and for how long they used this coaching behaviour and most importantly why the tutor chose to use the
coaching behaviour;
How was the Skill When was the Skill Why was the Skill
What Skill was Coached
Coached Coached Coaches in that Way
(the decision)
(the delivery) (the time) (the reason)

Identify 3 key coaching behaviours you will use in your next coaching session, how and when in the session you
will go about this and then why you are going to use them;
How and when are you going to do Why are you going to use this
Coaching Behaviour
this in your session coaching behaviour

Explain what you understand by the following titles that are keys stages of good session structure;
Appropriateness
Overlapping
Smoothness
Momentum

Session 12 & 13 - Review of Day 2

Identify at least three key learning points from the day and identify how you will use them in your next
coaching session;
Learning Points
How I will implement the learning points

Session 14 - Planning a Coaching Session

(Homework)
Session plan for a 20 minute coaching session to a group of up to three paddlers;

Create a British Canoeing Level 3 coaching behaviours observation tool that will enable you to observe,
evaluate and feedback in an agreed and objective way to a fellow coach;

Session 15 - Coaching Sessions

Identify three things from your coaching session that you felt went really well and why;
What went well Why
From your coaching session identify three things that you felt you could have done better and how you could
do that;
Could have done better How

At the end of your session you will have received feedback from both your peers and tutor/s. Write down this
feedback and then identify how you will go about implementing this feedback in your next coaching session;
How I will implement this feedback in my next

Peer/Tutor Feedback
coaching session

Session 17 - Personal Reflection and Action Planning

Looking back through the workbook identify and reflect on personal, peer and tutor feedback from the last
three days. Use this to start constructing an action plan to develop you as a coach and help you start your
journey towards becoming a British Canoeing Level 3 coach;
Personal British Canoeing Level 3 Action Plan

Personal British Canoeing Level 3 Action Plan

Notes


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BCUAB LEVEL 3 TRAINING COURSE WORKBOOK

Level 3 Certificate in Coaching Paddlesport

Training Course Workbook

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Session 2 - Building Profiles Involving the Paddler

• All considering the E =

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

How could you overcome some of these challenges?

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Observation, Analysis and Evaluation

List advantages and disadvantages of observation with limited coach/paddler communication;

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Session 3 - Skills for Developing Yours and Others Coaching

BCU Coaching Handbook (2006) Page 157

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Below is an example of a coach’s self-profile;

Practice Self Check Command Divergent Reciprocal Discovery

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Positioning Repetition Clarification Use of BBB Indicators

Practice Self Check Command Divergent Reciprocal Discovery

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Skill Profile Wheel;

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Use and Awareness of Teaching Styles

VAK Sensory Preference Awareness

Awareness of Learning Styles

Planning & Goal Setting

Individualised Coaching Strategies

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Structuring Coaching Sessions

Creating a Supportive Coaching

Coaching for Long-Term Learning

Coaching for Short-Term Learning

Self & Student Review Techniques

Self & Student Action Planning

Awareness of Technical Coaching

Awareness of Tactical Coaching

Awareness of Physical Coaching

Awareness of Psychological Coaching

Mental & Physical Risk Assessment

Session 4 - Introduction to Medium Term Coaching and Annual Programmes

List considerations when constructing an annual coaching programme;

What are the key stages of the annual programming process?

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Outline Annual Programme

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Session 5 & 6 - Review of Day

Day 1 Learning Points

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Personal Action Points

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Personal Annual Programme

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Session 8 - Presentation of Annual Programmes

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Session 9 - Medium Term Coaching

Medium Term Coaching Methods

Personal Coaching Examples

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015

Session 10 - Monitoring and Evaluating Level 1/2 Coaches

BCUAB/COACHING/LEVEL 3/TRAINING COURSE WORKBOOK/V3-0/AUGUST2015