RALLY CAP COACH
LF Guide
Context:
Ø Community : Rally Cap coach
Coach:
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Table des matières
Rationale for this module 5
Learning outcomes 6
The facilitator
Facilitator qualifications 7
From course conductor to facilitator 9
Conducting a workshop
Facilitate a workshop using problem solving approach
Manage group discussion
Group facilitation / review and feedback
Community coaches caracteristics
Administrative procedures
Equipment checklist
Workshop manual
Section 1 – Introduction
Section 2 – Making Ethical Decisions
Section 3 – Rally Cap program
Section 4 – Structure and user guide
Section 5 – Teaching the throwing progression
Section 6 – Teaching the hitting progression
Section 7 – Teaching the catching/fielding progression
Section 8 – Evaluation
Section 9 – Emergency Action Plan
Section 10- Conclusion and administration
Facilitator guide
Rationale for this module
This guide is intended to learning facilitators involved in the development and administration of the Rally Cap workshop being the second step in community coach training. Coaches have already completed online module.
This learning experience will go from indivudual learning to a more interactive mode.
The teaching format will be based on mentoring and learning facilitation using the participants. Competency based teaching is based on learning by doing. Coaches will develop and refine their abilities when they have the opportunity to apply concepts learned during their online training. This workshop will also serve as a verification tool to assist the facilitator in evaluating online module efficacy. The workshop will allow participants to practice fundamental skills required for this context allowing them to apply their findings in their own program.
The initiation program described in this workshop will make reference to the Rally Cap program as developed by Baseball Canada. At this level, we will cover specific skills for this particular age group.
Each section of this workshop should have cleat results. Workshop format should allow the facilitator to evaluate if the learning outcomes were reached. Basic elements of making ethical decisions and safety will be covered as specified by CAC.
Facilitator Guide
Coaching Association of Canada, 2011 – Baseball Canada 2011
Facilitator Guide
Commnunity sport – Initiation context
Learning outcomes
Following the online module, the Rally Cap coach, will receive the “in training” status with credit with the following outcome :
Plan a Rally Cap session
Select pre-desisgned practice plans including necessary flexibility for the number of players, help, space and equipment.
Following the Rally Cap workshop, the Rally Cap coach, will receive the “trained” status with credit with the following outcome :
Making Ethical Decisions
Correctly apply the NCCP Making Ethical Decision process
Provide support in training
Conduct a fun and safe Rally Cap session with all players being active.
Certification is not offered in this context. There is no evaluation.
Facilitator Guide
Coaching Association of Canada, 2011 – Baseball Canada 2011
Guide du facilitateur
The Learning Facilitator - Qualifications of the Learning Facilitator
Although a degree in physical education, kinesiology, sport or coaching is desirable, a LF candidate should be judged on a broader set of credentials. Candidates with a background that includes academic work (degrees, diplomas, certificates); professional development and in-service experiences; advanced coaching credentials; qualifications and experience in teaching and facilitating adults along with other proficiencies and experience should be considered for selection as a LF.
Recommended experiences, skills and abilities:
Ø Coaching experience in a competitive coaching situation.
Ø Teaching and facilitation experience in an adult education environment.
Ø Ability to demonstrate a thorough understanding of the new NCCP structure.
Ø Ability to apply the principles of adult learning in facilitating the Workshops.
Ø Subject matter expertise in the various modules offered in the Competition – Introduction context.
Ø Ability to demonstrate an understanding of and clearly articulate how to apply the content, reference materials, and the learning process to achieve the various learning outcomes.
Ø Ability to relate to coaches of various sports in this specific context through sound facilitation interventions, reflection and summative and formative feedback.
Ø Ability to demonstrate an understanding of and competence in the use of the technology e.g. computers, internet.
Ø Ability to lead a learning situation using effective communication and presentation skills such as listening, clarifying, reflecting, questioning, reviewing and debriefing.
Ø Ability to engage learners.
Ø Values diverse perspectives, opinions, and ideas.
Ø Models behaviors that are consistent with the NCCP Code of Ethics, the Fair Play Principles, values, and philosophy.
Ø Work as a team member with other LFs and program administrations to affect ongoing development of the program.
Ø Demonstrates professionalism as a coach educator.
From Workshop Conductor to Learning Facilitator
Ken Bellemare, MLF, BC
“From sage on the stage to the guide from the side”
February 2004
What is a learning facilitator?
A learning facilitator’s job is to help to manage a process of information exchange. While an “experts” role is to offer advice about the content, the learning facilitator’s role is to help with HOW the discussion is proceeding. It is the learning facilitator’s role to manage the journey, rather than the destination.
Competencies of a Learning Facilitator:
Ø Distinguishes process from content
Ø Uses time and space intentionally
Ø Is skilled at evoking participation and creativity
Ø Is practiced at honouring the group and affirming its wisdom
Ø Is capable at maintaining objectivity
Ø Is skilled at reading the underlying dynamics of the group
Ø Releases blocks in the process
Ø Adapts to changing situations
Ø Assumes and shares responsibility for the groups journey
Ø Demonstrates professionalism, self-confidence and authenticity
Ø Maintains personal integrity
Characteristics:
The learning facilitator commits to a style of:
Ø Asking rather than telling
Ø Paying personal compliments
Ø Willing to spend time in building relationships rather than always being task oriented
Ø Initiating conversation rather than waiting for someone else
Ø Asking for others opinions rather than always offering their own
Ø Listening without interruptions
Ø Drawing energy from outside themselves rather than within
Ø More enthusiastic than systematic
Ø More outgoing than serious
Ø More like a coach than a scientist
Ø Is naturally curious about people, things and life in general
Ø Can keep the big picture in mind while working with the nitty-gritty
Facilitator Guide
Coaching Association of Canada, 2011 – Baseball Canada 2011
Guide du facilitateur
Facilitating a problem-solving approach in this workshop
Competency-based training and certification embraces the concept of learning by doing. Coaches learn good coaching habits when they have the opportunity to practice effective coaching behaviours. This workshop is designed to give the participants plenty of opportunities to do and think for themselves. One of your responsibilities as a facilitator is to ensure that these opportunities are both dynamic and constructive.
Use your creativity! As long as the critical path for each step is being followed (see below), you are free to manage the grouping of coaches and the presentation methods for the Initiation Program and on-line materials and for the debriefs as you see fit. One of the key characteristics of effective facilitators is their ability to vary what is taking place while staying true to the critical path and the goals of what is to be accomplished in each step.
The critical path to be followed for each step is as follows:
· Coaches are given a few minutes to figure out their respective starting points for each step, using the materials and fundamentals they learned in the on-line training portion of the context. This is best done individually at first. Coaches should be encouraged to note their thoughts/responses, so that a before-and-after comparison is possible.
· Coaches are referred to principles and skill sets learned in the on-line materials they used in the initial portion of the course. They can also be reminded that they will have continuing access to these materials, drills and practice plans.
· Opportunity for active interaction between coaches is provided in order to gather the expertise from the group and compare interpretations of the information contained in the on-line resources.
· Coaches are provided the chance to note how their perspectives may have changed as a result of sharing with others and looking at the on-line materials.
· Debriefing takes place so that key lessons are highlighted and shared with the group. Coaches are reminded what the expected outcomes are for each section and are asked if they are comfortable with the results of the section.
· Coaches are given time to make notes or references to source materials.
Remember the on-line portion has been completed and the coaches are moving from a ‘self-directed’ learning situation to a clinic that is learning facilitated and an opportunity to gain knowledge from the experience of the LF and other coaches taking the Workshop.
A sample method is provided for each step of the workshop.
Remember the Overheads are not for lecture or presentation purposes. They are a tool to be used as a guide to your Facilitation only. Don’t get caught up in ‘teaching’ from the slides.
Managing Group Discussions
Most of the time you will lead or ‘orchestrate’ rather than present. You will know you are doing a good job when:
ü All the coaches are working at the task;
ü All the coaches are using the Initiation Context as a point of reference for tasks being completed;
ü The coaches have plenty of occasions to discuss and exchange ideas, as well as, to ask questions;
ü You are managing the environment and the time;
ü You are minimizing your own speaking – to answering questions, clarifying a task, presenting reference materials, reviewing or introducing a topic;
ü You draw on the experience of the coaches rather than your own;
ü There is little or no dead time (the coaches don’t need to wait for one another or to be told what to do next;
ü You sense the coaches are enthusiastic about what they are doing and you hear them talking to one another;
ü The coaches listen to what other coaches have to say and work together to form their own ideas.
Intervene in a group discussion only if you observe that it is off-topic; discussion is dominated by one person; conclusions are different from Reference materials; most of group is ready to move on to next task.
Remember – have the participants complete tasks as quickly as possible; make sure learning happens as much as possible without your intervention; give relevant positive feedback; move around the room; praise the good efforts publicly, but correct errors privately; coaches will tend to do what you do, rather than what you say.
Facilitator Guide
Coaching Association of Canada, 2011 – Baseball Canada 2011
Characteristics of Community Sport Coaches
As a general rule, Community Sport Coaches have the following characteristics:
§ Many work in summer programs that last only a few weeks (typically 12-16 weeks)
§ Many are parents who become involved in coaching because their children are involved
§ Many first-time community coaches have little experience in baseball
§ Regardless of their experience, community coaches work in recreational or low-level competitive programs; although they may teach some basic fundamental skills, results in competition is not the primary objective of the program in which they coach.
§ They seek to foster the love of the sport within a fun and safe environment; they create a dynamic environment in which participants interact socially with one another through sport.
§ They promote participation and encourage participants regardless of ability level; they create conditions that make the sport a positive experience for all; and they promote the self-esteem of the participants.
§ Traditional competitive rules may be adapted to better suit the needs and/or interest of the participants, and to ensure the sport experience is enjoyable.
Facilitator Guide
Coaching Association of Canada, 2011 – Baseball Canada 2011
Procedures for Initiation Workshop delivery
1. The recommended minimum age for participation is 16 years.
2. The Provincial Sport Organization Coaching Certification Coordinator shall be responsible for course scheduling, publicity, collecting registration fees, facilities, assignment of learning facilitators, post course administration and payment of learning facilitator’s honorarium and expenses.
3. Pre-registration of coaches will be done on-line at the completion of the on-line portion of the course. Lists of registrants shall be available on-line to the PSO. Facilitators should have additional Profile forms available at the clinic for any corrections that must be made.
For other procedures, refer to the Baseball Canada operational manual or contact your province.
Facilitator Guide
Coaching Association of Canada, 2011 – Baseball Canada 2011
Facilitator Supplies Checklist
q Facilitator Handbook (with Manual)
q Workshop Overheads
q Extra Profile forms (for contact corrections)
q Extra copy of on-line downloads
o Ethical decision-making scenarios
o Rally Cap program description
o Blank EAP forms
o Activity outlines
q Preferable (but not required) If you can gain access to a High Speed hook-up for review of on-line section of course (if questions arise)
q Projector and laptop (if on-line course available)
q Cue cards
q Post-it notes
q Flipchart
q Markers for flipchart
q Chalk and white board markers
q Pencils and pens
q Blank paper
q Masking tape
q 2 AA batteries for the remote (just in case)
q Sport equipment
o Throw down bases, balls (variety), bats, tennis racket, Ts
q Water bottle
q Clipboards
q Any extra equipment for running the coaching sessions (e.g. cones, balls, gloves, bats)
Other?
q _________________________
Community Sport – Initiation Module
Intro to Competition – Rally Cap Module
Rally Cap Coach
Facilitator Guide
Section 1
Topic: Introduction Time: 30 minutes
Intent
This opener will help the coaches recognize that the processes of this workshop rely on active participation. They will be required to think, share and be active learners as they explore some of the competencies necessary to be a successful Community Coach in baseball. It will also identify the program formats used by group members. This will be important for grouping and for determining content level. The opener will lead naturally to the rationale for this workshop, its purpose and the teaching approach to be applied considering links between Rally Cap program and Long term athlete development model.