COMMUNITY SPORT
INITIATION
PRE-COURSE COACH WORKBOOK
Name:
Clinic Date:
Clinic Location:
Table of Contents
Introduction ................................................................................................................................. 1
1
2
3
Child-centered Coaching .................................................................................................... 2
1.1
Reasons Children Participate in Sport ........................................................................ 2
1.2
Parents’ Expectations ................................................................................................. 3
1.3
Your Coaching Philosophy.......................................................................................... 4
Long-term Athlete Development (LTAD) ........................................................................... 5
2.1
LTAD Scavenger Hunt............................................................................................... .5
2.2
The Role of Competition..............................................................................................9
Safety .................................................................................................................................. 10
3.1
Identifying Risks ........................................................................................................ 10
3.2
Emergency Action Plans ......................................................................................... 12
3.3
Brain Injuries/ Concussions...................................................................................... 13
Version 1.2, 2013 © Coaching Association of Canada
Community Sport Initiation: Coach Workbook
Introduction
What Makes a Good Coach?
List the behaviors, values, characteristics, and skills that make a
coach a good coach.
Behaviors
Values
Good
Coach
Characteristics
Skills
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1. CHILD-CENTERED COACHING
1.1 Reasons Children Participate in Sport
1.1.1 In Column 1, list why you participated in sport when you were a child. In Column
2, list why you think children participate in sport today.
Column 1
Column 2
Why I participated in sport as a child…
Why I think children participate in sport
today…
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1.2 Parents’ Expectations
1.2.1 Provide specific examples of what you could do to fulfill parents’
top five expectations of coaches.
Parents’ Expectation
This is what I can do to meet that expectation
 Make Ringette enjoyable
 Respect children as
individuals
 Be a knowledgeable
leader
 Be safety conscious
 Act in a mature and adult
manner
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1.3 Your Coaching Philosophy
1.3.1 Read Coaching Philosophy in the Reference Material. In the space below,
describe your coaching philosophy as you would present it to parents
and players at the first team meeting. Be brief, and use plain language.
P. 8-9
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2. LONG-TERM ATHLETE DEVELOPMENT (LTAD)
2.1 LTAD Scavenger Hunt
Using your Reference Material, find the answers to the following 10 questions.
1
What LTAD stages does community sport apply to?
2
What is the definition of physical literacy?
3
What happens if children are NOT physically literate?
4
Name two types of fundamental movement skills
5
What are the ABCs of physical literacy?
6
What is the difference between fundamental sport skills and fundamental
movement skills?
7
What is the objective for physical literacy in the Active Start stage?
8
How is skill development for children in the FUNdamentals stage best
achieved?
9
What is the recommended ratio of practices to competitions for children in the
Learn to Train stage?
10 How many sports should a child play if he or she is in the Learn to Train stage
of a late-specialization sport?
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2.1.1
Complete Step 1 and Step 2 only for the LTAD stage most appropriate
for the group you are coaching (Active Start, FUNdamentals, or Learn
to Train).
STEP 1: Use the reference material on LTAD to complete Column 1 of the
appropriate table.
P. 24-25,
28, 31-32
STEP 2: In Column 2 of the appropriate table, identify how you would coach to
match the characteristics of the stage.

Column 1
Column 2
Active Start Characteristics
Appropriate Coaching Actions
Typical age:
 Learning about:

Typically learn by:

Most important reasons for participating:

Other important notes:
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Community Sport Initiation: Coach Workbook
Column 1
FUNdamentals Characteristics

Typical age:

Learning about:

Typically learn by:

Most important reasons for participating:

Other important notes:
Column 2
Appropriate Coaching Actions
P. 26-28,
33-34
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Community Sport Initiation: Coach Workbook
Column 1
Learn to Train Characteristics

Typical age:

Learning about:

Typically learn by:

Most important reasons for participating:

Other important notes:
Column 2
Appropriate Coaching Actions
P. 28-30,
35-38
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2.2 The Role of Competition
How can I maintain an appropriate ratio of practices to competitions in my
sport within the maximum number of competition days permitted?
How can I best meet the developmental needs of the children I coach in my
sport’s current competitive structure?
How can I influence Ringette as a sport to better meet the developmental
needs of the children I coach with respect to competition?
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3 SAFETY
3.1 Identifying Risks
3.1.1 Read the scenario ‘Life in the Fast Lane in Winter’. Then complete 3.1.2. Scenario:
‘Life in the Fast Lane in Winter’
You are coaching a team of 7- and 8-year-olds. It took a long time to get to the arena,
because of the wind and snowstorm. You rush straight from work to the arena in your
work clothes but it took forever because it was icy and you passed a few car
accidents. You throw all the pens and papers from your pockets on the dashboard, but
as you get out of the car, your coffee goes flying, and then you slip on the ice in the
parking lot.
Running across the parking lot, you notice that there are not many other cars there.
You think the storm has slowed everyone down. When you get inside the arena, you
meet a couple of the parents and they tell you that the “big guys” are using the “good”
ice and that you have to practise on the mini-ice surface that was just used for figure
skating. Within seconds, you arrive at the dressing room and all the players who have
arrived are standing around looking at you. As you look out the door, you see your
assistant coach, and she yells to you that she has to go back to her car to get the
team equipment – the rings, pylons and pinnies.
Suddenly as you get your skates on you realize that your feet feel cold and wet from
the snow you walked through as you crossed the parking lot. Today’s snowfall is
obviously greater than you thought. Thinking of the snowfall and wind you wonder
about the roads and getting home; some of the players live in the country. As you
walk to the ice surface, you look outside and it is snowing and blowing harder than it
was when you arrived. You reach into your pocket to get your practice plan, and you
realize it’s one of the pieces of paper you left on the dashboard of your car. Not sure
what to do without your plan, you tell players to take a couple of laps around the small
ice surface. As you watch them skating, you notice that they are bunching up because
the ice surface is so small.
While you’re still thinking about what to do next, players’ huffing and puffing tells
you that the team is back from its laps.
Eight new players joined the team this evening. Eager to get out to practice, they
haven’t done up some of their equipment and they’ve forgotten their neck guards.
Looking for enough space to do the warm-up, you wonder how you can get all your
players to practise in this small space. Just before you start talking to your players,
you look over their heads and see a number of parents sitting in the stands, there to
watch their child become a star player.
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3.1.2 Read Sport Safety through Risk Management, Lightning Safety and
Preparedness, and Other Weather-related Risks in the Reference Material.
Then list the risks in the scenario ‘Life in the Fast Lane in Winter’ under the
appropriate heading in the table below.
Environmental Risk
Equipment and
Facilities Risk
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P. 57-63
Human Risk
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3.2 Emergency Action Plans (EAP)
3.2.1 Choose an arena in your community, using the sample emergency action plan on
Page 67 of the Community Sport: Reference Material, fill in an EAP for your team.
Emergency Numbers:
9-1-1 (if available in your community)
Coach Information:
Head Coach:
Assistant Coach:
Cell:
Cell:
Tel:
Address:
Home Facility:
Nearest Major Intersection:
Map:
Tel:
Address:
Nearest Hospital:
Map:
On-site Charge Person(s)
Option 1:
and shelter the injured person from the elements
such as blood)
Option 2:
present, and there is no major bleeding)
transported
Fill in an accident report form
Option 3:
On-site Call Person(s)
Option 1:
of injury, what, if any, first aid has been done)
traffic from the entrance/access road before ambulance arrives
Option 2:
Call the emergency contact person on the injured person’s medical profile
Option 3:
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3.3 Brain Injuries/ Concussions
3.3.1 For each generic cause of concussions listed in the table below:
In Column 1, list one example of each generic cause in your sport.
In Column 2, put a checkmark beside the word you feel best describes the
frequency with which concussions associated with that cause occur in your
sport.
In Column 3, put a checkmark beside the word you feel best describes the
severity of the concussions in your sport that are associated with that cause.
In Column 4, list the preventive actions you as a coach can take to minimize
the occurrence in your sport of concussions associated with that cause.
Generic Cause
Column 1
Column 2
Column 3
Column 4
Specific Example
in My Sport
Frequency in My
Sport
Severity of
Concussion
Preventive
Actions
Contact with
playing
surface (e.g.,
ice, court
floor, boards)
Always
Often
Occasionally
Never
High
Medium
Low
Contact with
another player
Always
Often
Occasionally
Never
High
Medium
Low
Contact with
an object
(e.g., ring,
stick, ball,
puck)
Always
Often
Occasionally
Never
High
Medium
Low
Blow to the body
that causes a
sudden jarring
of the head
Always
Often
Occasionally
Never
High
Medium
Low
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3.3.2
Read the scenario ‘Concussion or No Concussion?’
Scenario: ‘Concussion or No Concussion?’
Your team is attending a day-long tournament in a small town 50 kilometers away. During the first
game of the day, Lindsay isn’t really playing well and appears to lack focus. On her shift change
you talk to her about paying attention to the game when she’s out on the ice. Lindsay goes back
out on the next shift change.
While Lindsay is playing, another player tells you that Lindsay hit her head on the goalpost in
warm-up. You immediately take Lindsay out of the game and inform her that she won’t be playing
any more today.
Between the first and second game, Lindsay tells her parents about your decision, and they come
over to express their displeasure. You state that you suspect Lindsay may have sustained a
concussion. Lindsay’s father says she can’t have a concussion because she wasn’t knocked out.
They want Lindsay to play!
While you’re talking to Lindsay’s parents, a player comes running up to say that Lindsay is throwing up.
List Lindsay’s symptoms which may indicate a concussion:
For any athlete who has sustained a concussion, what are the six steps of Return to Play?
1.
2.
3.
4.
5.
6.
What is the role of the Coach in the Athlete’s Return to Play?
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