YEAR 11 PASS ASSESSEMENT COACHING PLAN

Coach Name: - Date/Time: Every Wednesday Morning 7:00am- 7:40am

Sport: Netball, intercepting the ball. Class: Intermediate (recommended for ages 12-16)

2 Learning Goals- By the end of this session students will be able to: No. of Pupils: 10 players
- Improvement of intercepting the netball skills.
- Play and communicate with other team members as a group and in pairs efficiently
and enjoyably.

Venue/ Equipment required prior to lesson:

Venue: Hockey Fields, 1 court is required.
Equipment required:
- Netballs x 5 - Red cones x 3 - Green cones x 2

- Netball position bibs x 1 teams worth - Blank bibs x 2 - Step-ups bench x 2

-
Name /Phase Activities (description and diagrams) - Key Teaching (what would you say/do) and Safety points

Key teaching:
‘Stretch - laps;’ For this warmup I will start by ensuring I am organised and have
Introduction/ - Team does flat-out sprints in laps around a single hockey court, at every set up and brought with me all necessary gear for the training
Warm-up second corner they pass (marked with cones to go around) (represented in sessions. Firstly, I will clearly communicate how the players will
(5 Mins) diagram as red circles), they stop and alternate between any desired stretch do this activity and will efficiently do so, so not too much time is
for approximately 30 seconds. wasted explaining. I will be non-judgemental towards the players
- Repeat this warm up for 5 minutes. and their varying levels of fitness as they complete the activity and
encourage and motivate them as they do laps around the square
Safety points:
- Ensure that all the players have suitable shoes for the sprints
so there is no slipping on the hockey courts.
- Give guidance on various stretches so they properly stretch in
preparation for the exercise during the session.
- Have a medical kit on hand and be prepared in case girls slip
going around the green corners and injure themselves.
 YEAR 11 PASS ASSESSEMENT COACHING PLAN

Skill Intercepting the ball drills: Key teaching:

Developme
nt & - Players line up two lines; one line (represented as red in the diagram) are the For intercepting the ball drills, I will make sure I am an efficient
Practice ‘interceptors’ and one line (represented as green) are the ‘catchers.’ communicator, so the girls understand the game. I will be
- The coach will stand about 10m away from the head of the line (represented as always motivating and enthusiastic to my players, with verbal
(10 Mins) blue hexagon in the diagram) encouragement so they are more inspired to give the session
- As the players wait for their turn, they will do consistent and quick chest passes their all. I will be knowledgeable about the sport to answer any
to each other in the line. questions they have throughout the session. During this training
- When the players reach their turn, they will throw their ball to the coach, then, session, I will be participating and have an active role in the
the coach will do a quick lob pass to the catcher and the interceptor will try to activity. I will possess enough skill at the sport of netball to be
intercept. play the role of the thrower in this game (blue hexagon in
- They will finish when one player has succeeded in getting the ball, return to the diagram), which includes being able to do a sufficient lob pass
end of the end of the line, swap roles and continue chest passing until their turn and catch the ball. When the players finish with the activity, I
again. will verbally communicate that I am pleased with their
- This loop will be repeated for the full 10 minutes. performances to continue to motivate throughout the rest of the
training session.
Safety Points:
- In this intercepting activity, I will be wary of the potential that
girls can collide and potentially injure themselves, for example,
head knocks can occur. In this situation I will ensure to be
adaptable and prepared and will allow the girls to sit down for a
few minutes.
- I will be prepared with a medical kit on hand or nearby if a
player slips and grazes themselves.

Fitness Fitness circuit: Key teaching:

- A circuit consisting of 5 stations of exercise, marked with five cones to
(10 Mins) represent where they are, including the following: 1) ski jumps, 2) push ups, 3) During this fitness circuit I would have already set up all the
bench step – ups, 4) sit- ups, 5) burpees, then a jog back to station 1. equipment necessary before the training session begins. I will check
 YEAR 11 PASS ASSESSEMENT COACHING PLAN
- The players will be split into two people per station and the groups will rotate over and ensure that all the equipment is working, and the stations
in ascending order around the circuit. Stations will be rotated every 2 minutes, are clearly marked with a cone. I will concisely explain each station
allowing for every team to visit each station once. and what the players must do at each. I will allow them to choose
their partner for the circuits if this seems like a suitable option. It is
not a suitable option if there are issues like bullying and harassment
or friends that won’t do hard work when partnered together. In these
cases, I will choose the partners. I will ensure to remind them
throughout the stations responsibilities if they forget. I will continue
to motivate them by shouting verbal encouragement and give them
heads ups on how long until the next station shift.
Safety Points:
- I will ensure to give a visible definition of how to do each
station by showing them the correct technique. This is so the
girls don’t injure themselves doing the exercises incorrectly.
- I will ensure that the equipment, (for example the step-up
benches) are fully functioning, not damaged and will not slip or
have potential for causing injury.

Modified ‘Interception-half-court’: Key teaching:

Game - The players will play a game of ‘half-court,’ with a twist; firstly, to play an
ordinary game of half-court, 8 players of the team are assigned to the following For this component of the training session, I will eloquently explain,
(10 Mins) positions: centre attack (CA), centre defence (CD), goal attack (GA), goal using skills of clear communication to allow the players to
defence (GD), wing attack (WA), wing defence (WD), goal shooter (GS) and understand how to play the game. I will assign the positions that the
goalkeeper (GK). These roles have the same rules and responsibilities as in a players will receive based on the wants and requests of the players.
typical game of netball. If two players want the same position for this activity, I will allow
them time to switch roles around half-time so everyone can
 YEAR 11 PASS ASSESSEMENT COACHING PLAN
- There are two teams, the attackers, and the defenders, and both teams typically experience playing their desired position. This also ensures there is
consist of four players. The game is like a regular game of netball; however, it no pretence of favouritism and no girls missing out in the team. I
is contained in half of the netball court. will verbally be enthusiastic during the game and encourage them. I
- The attacker team’s goal is to get the ball to the goal circle and shoot a goal will also inspire them by explaining the benefits of the game which
without being intercepted and the defending team’s goal is to intercept the ball will include an improvement of intercepting skills and precision.
in this time. During this game I will play the role of the umpire, to mimic a real
- If the ball is intercepted, they start again from the centre, swapping the netball game so the players get an authentic and effective training
attacking team and defending team’s goals. experience. I also umpire to ensure that the game is fair, and no
- The ‘interception’ part of the game involves adding the two remaining players players are breaking rules to succeed.
of the 10-person team to be additional defenders, (represented in diagram as
BD for bonus defender) whose sole purpose is to intercept the ball. They can go Safety points:
anywhere on the half-court but the goal circle. They remain on the defending - I will umpire to have the ability to call out any contacts on the
team the whole time, however, this role is to be switched amongst players court. I will make sure that I am always watching and be aware
every two minutes for the 10-minute game. is any injuries that are caused by collisions and be able to deal
with them sufficiently.
- I will ensure before the playing of the game that all the girls
nails are short. (determined by whether I can see them over the
top of their fingers from the back) This is to avoid any risk of
scratches when girls collide or balls hitting the girls’ long nails
and having the ability to snap them.

Cool Down Game of ‘golden child:’ Key teaching:

/conclusion - The players (represented on the diagram as black circles) are split into two
(5min) teams, five people in each. One team shoots the first round, and one team runs, For this cool down activity of golden child, I will explain the rules
then the next round they switch. to the players concisely. I will allow the players to make their own
- The running team one by one will run around the perimeter of the court they teams of five, and I will only see fit to choose the teams if there are
are playing on once whilst the shooting team tries to score goals. any problems with the dynamics of the players, however, it is an
- If the shooting team gets a goal, the single runner must freeze in place and the easy and fun cool down game, so it is less strict. I will also allow the
next runner will begin. If the team does not get a goal the runner continues back running team to choose the golden child between themselves. If both
to the team and is ‘safe’ once they are back to their starting point.’ teams want to play one role first, for example they both want to be
 YEAR 11 PASS ASSESSEMENT COACHING PLAN
- The ‘golden child’ (represented by the golden circle) is the elected runner from the ‘runners’ team first, I will be fair and just by allowing them to
the team who will run last. The golden child can unfreeze the teammates they elect a member of their team to represent them and they can
pass by tapping them and once they unfreeze, the players must all make it back determine it by a game of scissors, paper, rock. I will play as a
to the starting point by continuing around the perimeter. If the shooting team referee to ensure that the players freeze at the right time and there is
scores whilst the golden child is running, the players did not make it back to the no cutting corners or cheating. I will also keep tract of the score to
starting point and don’t win a point for their team. be able to correctly determine a winner. Afterwards, I will highly
- Points are calculated by how many players returned to the starting point. praise and encourage the girls for their efforts during this activity
- This game will be played twice, allowing both teams to have a turn at both and throughout the training session.
tasks and allowing a winner to be possible.
Safety points:
- I will ensure to be prepared if a player slips whilst running and
be able to deal with the injury however most appropriate, for
example, a bleeding graze would get a clean-up and a band-aid,
and the player could have the option to sit out and rest.
- I will advise the players to give a few metres’ berth to the goal
shooting ring, as the netball is bouncing off it constantly and
could hit a runner in the head.

Justify 3 important coaching qualities that will contribute to the success of your session. Use examples to support your answer.

Sporting coaches are powerful role models for adolescents. At an intermediate level of sporting, players still retain their youth and continue to
look up to adults as role models and for guidance. A myriad of benefits is proven to be established from the influence of a good coach. These
benefits include; a boost in everyday confidence, improvement in communication skills and an improvement of social skills, not to mention
significantly higher reported enjoyment of the game and an increased likelihood of continuing the game for a longer period of time.
 YEAR 11 PASS ASSESSEMENT COACHING PLAN
The quality of Adaptability is a defining factor in what makes a good coach. At any time, when coaching, something unexpected can occur. This
means that a coach should always be prepared to make changes and adapt at a moment's notice. If when coaching training sessions, an
activity wasn’t suitable for a player, for example, if a player had recently injured themselves and could not perform an organised activity, I would
apply the skill of adaptability to give them suggestions for modified versions of the activity, so they are still able to train and participate. Overall,
adaptability is a very important skill for all coaches to have under their belt.

Additionally, a second necessary skill for coaches to possess is communication. Throughout the planned training session is an extensive
variety of activities. These activities, for example the lengthy ‘interception-half-court’ has a list of instructions which can be confusing to
understand the first time hearing. This is why in the training session I will ensure to be as verbally concise and eloquent as possible so time
isn’t depleted from repeating instructions. The skill of communication also helps the coach understand the team players on a personal level.
The players will understand that I will always be willing to communicate about any issue, whether it is feedback on how to improve a game, or a
new activity suggestion, or a problem in the team’s dynamic, such as bullying. A good coach is an efficient communicator. This skill is highly
necessary for the success of my training session.

Finally, the skill of enthusiasm is an incredibly important skill to carry with me to this coaching session. Enthusiasm is such an important thing
when teaching, as it can infect the players and influence them to also be more excited and happy for the games. Being an enthusiastic coach
increases the mood and fervour of the game and it indirectly shows the players how proud and happy you are to be there teaching them.
During the fitness part of my session, enthusiasm will motivate the players to train as hard as they can. Enthusiastic coaches are inspiring and
motivating and push their players to greatness. If the player succeeds, enthusiastic coaches show their pride. Enthusiasm is so important
because it gets players loving the game.

Therefore, the three important coaching qualities that will contribute to the success of my session will be adaptability, good communication and
enthusiasm. To be flexible and prepared, have the team know I care and am listening and to inspire the teams to greatness will be essential
throughout the training for sessions at full potential.