1. ND Sport – Planning
Karen Vaughan Jones

2. Outcomes
• Review planning principles from last
week
• Discuss and understand developmental
considerations when working with
children
• Discuss and understand what is needed
in a session planner

3. Content of a session
Your session planner
should include:
•SCOPE – details of
session, children,
time, location etc
•Aims of session
•Equipment Needed
•Warm Up
•Main Activity
•Plenary
•Cool Down
•Evaluation
• Further needs -
progression

4. Session Planners
SCOPE Aims
• Date of session • Short clear aims
• Time for activity • Specific
• Coaches names • SMART aims
• Risk assessment box • Specific
• Location • Measurable
• Number of children • Achievable
• Important health • Realistic
considerations • Time Based
• Age of participants

5. Warm up and cool down
Warm up Cool Down
Increases the range of Helps the body
motion (mobility of the return to normal and
joints) recover from
Increases respiration, exercise
circulation and body Removes waste
temperature (pulse products from the
rising) body generated by
Stretches the main the exercise
muscle groups Helps prevent
Prepares performers muscle soreness
mentally
Possibly prevents injury

6. Session Planner
Main Activity Plenary
• Include Coaching Points • Recap what you have
• Include timings done in the session
• Think about how many • Chance for students to
activities you include evaluate their
• Maximum of four for an performance
hour session • Ask key questions of
the students

7. Evaluation
Ask the children;
• What have they enjoyed the most?
• What have they learnt?
• What did they not enjoy?
• What would they like to do next time?
Reflect on the session yourself;
• What you thought went well?
• What would you do differently next
time?
• What have you learnt form the session,
about the children and your own skills?

9. Grids and Channels
• It is important to consider which space to use
for your game and how it will be made safe.
• Once you have selected the game or skill you
are going to coach, decide how best to divide
the whole playing area. The three most
common forms of organising space for
children are:
• Grids
• Channels

10. Grids
• Grids are ideal for invasion
games as they give defined
space in which a small group
of children can work.
• Start with an open grid which
is suitable for running in the
warm up.
• If the warm up is completed
by touching the corners of
the grid it helps children
explore the space and
boundaries they are using. T
• he large grid can be divided
further into four 10m x 10m
boxes.

11. Developmental Considerations
Some of the Physical and Psychological considerations:-
 Children grow at different speeds and different ages
 Stages of growth can affect performance and changes in
performance
 Children of a similar age may have a very different physique,
skill level and understanding (early and late developers)
 Chronological age of the child – age in years
 Developmental age of the child - a child’s emotional, physical and
social development
 Training age of the child - the number of year’s experience

12. Safe Practices
Practices adapted to ensure safety:-
 Grouping children for activity by skill level or age
 Giving more time for a harder task
 Ensure frequency, intensity, duration and complexity of
the activity is suitable for age and stage of development
of players
 Ensure good use of space
 Ensure group sizes are manageable
 Positioning groups for safe practice to avoid collisions
 Maintain control of the group
 Include a good balance of activities
 Emphasising safety
 Modifying activities for the group and / or individual
 Know the legal and ethical responsibilities of a coach

13. Learning Environment, Adaptations
and Progressions
A
 Identify ways in which your coaching
practice can help children learn
B
 Show how you would progress a given
activity
C
 Demonstrate how you would adapt the
activity to meet different needs
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14. A – Help children learn
 Work within children’s limitations
 Keep it short and simple using varied practices
 Give additional time to skill development and
individuals who find the task hard
 Try a different approach to delivering an
unsuccessful activity
 Create bite sized achievable activities to
increase player’s success rate
 Use good demonstrations and clear, simple
explanations – emphasis on main points
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15. Learning Environment
continued …
 Teach big, simple movements first
 Use question and answer techniques
 Timing of practices
 Be patient and correct errors one at a time
 Adapt equipment, games, practices, rules and
space
 Use small sided games - let them play
 Help children evaluate their performance
 Make activities fun and enjoyable
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16. B Progression C Adaptation
 FITT principles (frequency,  The STEPS concept:
intensity, time and type of Space - change the area size
training) Task - intensity and complexity
 Increase the complexity of Equipment - specific/different
the activity
Position – move player or target
 Increase/decrease the use
Speed - pace of ball or activity
of space
 Increase/reduce number of players
 Increasing the degree of
difficulty of the activity  Vary communication style
 Individually or group
 Different ability groups

17. Planning
Why Plan? Coaching Process
To ensure safety
To make it
interesting and fun
To make it directed REVIEW PLAN
and focused
To ensure
progression
To increase DO
motivation
To keep variety and
to suit different
individual needs 1

18. Communication
How to maintain control of a group of players:-
 Safety factors
 Position yourself so all participants can see and
hear you
 Use gestures or a whistle to gain attention
 Stopping the group
 Using question and answer techniques
 Demonstrating
 Intervening only when appropriate during
activities and practices
 Planning and organising the activity well
 Challenging inappropriate behaviour and
unethical conduct

19. Communication Skills
Identify ways of dealing with inappropriate
behaviour:-
 Easily accepting umpires’ decisions
 Encouraging participants to apologise for
excessive physical play
 Maintaining a positive attitude
 Being supportive to other team members and/or
the opposing team
 Condemning inequitable behaviour/comments by
others
 Condemning deliberate breaking of the rules of
the game
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