Coaching Session Plan For 11 Year Old’s

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Table of Contents

Key stages in motor development
Types of movement behaviour and skills
Nature of skills vs. abilities
Theories of skill development
Scheduling of practice
References

Key stages in motor development

Motor skills development is an important issue in all age groups. Utley & Astill (2008) admit that all human fundamental movement skills emerge before a person is born, and certain attention should be paid to the development of skills during first years of life. The stages of motor development are:

stage – first two years of life,
stage – between two and seven years of age,
stage – from seven to puberty,
stage – puberty onwards, and
stage – postural development.

The session plan under analysis touches upon the third stage as the athletes are under the age of 11. The peculiar features of this stage are the following:

Children have to elaborate upon the skills which have been already possessed;
Children should be adapted to a variety of contexts;
Children and tutors have to cooperate as any changes which take place during this period influence considerably further development of a child.

Types of movement behaviour and skills

There are four types of movement behaviour which have to be recognized:

Reflex movement is innate and lasts during the first year of life;
Rudimental movement is voluntary and takes place on the basis of predictable sequence;
Fundamental movement – is a kind of milestone of childhood development when a number of movement abilities take place.
Specialized movements are the types of movements which need to be refined in order to form specific skills appropriate for sport.

Skills which should be developed as also of different types: open (in changing environment) and close (in more or less stable environment), gross (large muscles are involved) and fine (small muscle groups are considered), serial (when skills are formed in order to make a complex movement), discrete (well-defined actions with a clear end and beginning), and continuous (when obvious end and beginning are hard to discover).

In the chosen session plan specialized movements which required the development of open, gross, serial skills are taken into consideration to promote successful training in rugby.

Nature of skills vs. abilities

There are a number of concepts which help to understand a true nature of skills and abilities. Schmidt & Wrisberg (2008) admit that the investigations of Fleishman and Henry have certain similarities as both of them believed that “abilities are independent of each other” (p. 172). Still, it is not always possible to understand how human abilities differ from skills. In fact, any ability is a skill, and any skill is ability. For example, the athletes have the ability to run for 10 rounds in 15 seconds. Such exceptional ability may be considered as a skill. Still, the ability to run cannot be changed, and the chosen skills may be improved. Professional coachers should take into consideration athletes’ abilities and improve the level of activities by means of development athletes’ skills.

Theories of skill development

Learning a new skill or ability is a complex activity, this is why it is better to use a certain theory and the already defined principles to understand properly the required process. Skills development may be characterized by several theories:

Fitts and Posner introduce several phases which people have to undergo (cognitive, associative, and autonomous). In the chosen plan, children should focus on the autonomous stage under which they have to continue the same skills in order to use them when it is necessary.
Gentile’s motor learning theory is all about the necessity to use specificinstructional technique that may help to learn a new skill.
It is also necessary to remember that performance cannot always predict amount of learning, this is why it is necessary to consider a number of variables while talking about the learning parameters and think about constant environment defining performance (Gallahue & Ozmun 2006). Performance is a kind of temporary change in child’s movement behaviour, and learning is a kind of permanent change in child’s movement behaviour.

Scheduling of practice

To choose the session plan properly, it is necessary to consider practice conditions:

Random or blocked, still, random activities usually promote better learning and transfer;
Whole or part, as a rule, certain attention should be paid to part activities which are considered as the components of the whole;
Massed or distributed, where distributed practice is more appropriate as it is short in duration and distributed by child’s efforts because massed practice presupposes few still too long sessions.

Considering the above-mentioned information, our session will be random, part, and distributed.

SESSION PLANNER
DATE: 25 March 2011			VENUE: local gymnasium
TIME: 8 A.M.			DURATION: 90 min
GROUP/PERFORMERS: 10 11-year old athletes			NUMBER IN SESSION: 4 of week of 12
EQUIPMENT REQUIRED: rugby balls and cones
GOALS/OBJECTIVES/AIMS: Motor skill development: athletes should pass the ball to each other while running; Tactical awareness: athletes analyze the options which may be used during the game; Personal physical preparation: athletes learn how to breathe properly and be ready for sprints; Mental preparation: athletes listen to the coach and find practical application of new information.
TIME	ORGANISATION/PRESENTATION
	WARM-UP/INTRODUCTION
5 min 5 min 5 min	Introduction to the session and oral explanation of what is required from the athletes (motivation and inspiration for action) Light jogging (muscles warming up) Stretching (prevents injuries)
	MAIN CONTENT
5 min 5-7 min 2-5 min 10 min 10 min 5 min 20 min	Instruction about the importance and tactics of correct breathing with the practical application of the theoretical knowledge. Practice of correct breathing helps athletes to play the whole game without breathlessness. Increases endurance while running that helps to prevent constant change of athletes while games and improves the general condition of the whole organism (mental preparation and personal physical preparation goals are achieved) 0.5 kilometres running as fast as possible. This exercise is necessary for understanding athletes’ speeds and endurance. It is important to record the results and compare and contrast them each time. Athletes should try to increase their speed and as a result to reduce time spent on running. Students’ muscles are in active work and remain under high pressure. Thus, while games being under less pressure students will not get tired too fast. Break after running which consists of 2 minutes jogging immediately after running as it is forbidden to stop abruptly. Then water drinking and the record of the time athletes have spent on running this time. This time should be also spent on explanation of the further activities, the rules and the main techniques of doing the next two tasks Passing the ball to each other while running. This activity is aimed at increasing the reaction while running and being able to do several activities at one and the same time run, watch the ball and observe a situation on the field. This exercise is also aimed to improve the understanding inside the team and the reaction to others’ movements. Running around cones to improve coordination. Students should be very attentive at the game field. Coordination is very important as being disorientated, one is unable to continue playing. Coordination while running is reduced due to high speed. The development of this skill is important for rugby player. Break for division into teams for a game. Athletes have an opportunity to have a rest and stretch their muscles to reduce the injuries while playing. The game itself should take place. This exercise is important as it helps students combine the theoretical knowledge they have managed to learn and practical skills they have obtained. The game should not last too long as the previous activities have drained athletes. Game should help athletes apply both practical and theoretical knowledge they have while training into play, real environment. Athletes learn to run fats, use their attention, and correct breathing and coordination in a proper way. Running skills are trained as well, as it is the basic skill for playing rugby.
	COOL-DOWN/SUMMARY
5 min 10 min	Jogging (allows relax muscles and gets them ready for stretching) Stretching (enhance further athletic performance)
INJURIES: Jack fell and injured his knee. He is able to continue coaching after changing his boots. Don’t ignore the bad condition of boots and always check it before the training.John sprained an ankle. Will return in two weeks. Spend at least 15 minutes on warming up!		EVALUATION/ACTION: Great session in spite of the fact that warming up was not so great as it had been supposed.Spend some time of explanation of the importance of warming up and point to John’s injury as an example. Change the place of training.

References

Gallahue, DL & Ozmun, JC 2006, Understanding motor development: Infants, children, adolescents, adults. McGraw-Hill, New York.

Schmidt, RA & Wrisberg, CA 2008, Motor learning and performance: A situation-based learning approach. Human Kinetics, Windsor.

Utley, A & Astill, S 2008, Motor control, learning and development. Taylor & Francis, New York.

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Coaching Session Plan For 11 Year Old’s

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