INCLUSIVE COACHING
CHANGE IT GUIDELINES
AIM
 Identifying and managing difference within a
team environment
 CHANGE IT – Tools had to modify coaching
activities
 Managing players with a disability
 Identifying and understanding what
motivates players
 Be aware of environment; physical ability;
intellect and background of your players
MANAGING TEAM
DIFFERENCES
MANAGING TEAM
DIFFERENCES
 Varying ages
 Varying abilities
 Varying learning styles
 Varying reasons for being involved in
sport
CHANGE IT
 C – Coaching style – demonstrate – verbal –
role models
 H – How to score or win
 A – Area size and shape or surface of
playing environment
 N – Number of participants involved in the
activity
CHANGE IT
 G – Games and rules e.g. how many passes
before you can shoot
 E – Equipment – using different shaped
balls
 I – Inclusion – everyone must touch the ball
before the goal is scored
 T - Time – making scenarios and must score
within 20 seconds
DISABILITIES
 Focus is on ability NOT disability
 Ask the participant what they are capable of
– listen to their suggestions
 Be prepared to modify or adapt your
program
 Discuss with the parent/guardian the
abilities
 Talk to other coaches who have experience
with coaching people with disabilities
DISABILITIES
IMPORTANT
ASSESS THE PLAYER BY – HOW WHAT
OR CAN
– See
– Hear
– Move
– Learn; Recall; Reproduce
– Perform tasks and activities
WHY PARTICIPATING
 It is crucial for the coach to understand why
the player is participating
– Social
 May need to change groupings for activities
 May need to allow time for chat at start of training
build into session
 May need to separate players at various stages as
may become disruptive or some players may work
well together
TEENAGE SELF IMAGE
 Teenage girls drop out of sport in large
numbers
 How do we keep these girls in our sport?
– Self Image
– Peer Approval
– Need to boost the participant’s self-esteem
– Carefully selected groups takes pressure off
especially when delivering new skills
COACHES BE AWARE
 Environment
– see and hear you
– any distractions – background
 Physical
– good vision
– good hearing
COACHES BE AWARE
 Intellectual
– players do they understand what you are saying
– identify their attention span
 Background
– do they speak English
– ensure you do not use terminology they do not
understand
– cultural specific considerations
SUMMARY
 Understand all players will be different and
they are individuals
 Keep in mind CHANGE IT as a tool to
identify and modify activity
 How to manage people with disability
 Remember what motivates players
 Be aware of environment; physical ability;
intellect and background of your players
REMEMBER
“Part therapist, part consultant, part
motivational expert, part professional
organiser, part friend, part nag.”