Canoe Polo - Australian Canoeing

Report
Canoe Polo
Level 1
Coaching Course
Australian
Canoeing Award
Scheme
By Duncan Cochrane
© Duncan Cochrane 2010
1
2
3
Course outline
CP1
CP2
CP3
CP4
CP5
CP6
CP7
CP8
CP9
CP10
CP11
CP12
CP13
CP14
Introduction to coaching
Risk management
Injury prevention
Overview of the rules
Equipment
Coaching in practice
Planning
Technique fundamentals
Basic paddling skills
Basic kayak control
Basic ball skills
Basic paddle skills
Basic defence
Basic offence
4
Module CP1
Introduction to Coaching
5
Level 1 Accreditation requirements

General coaching principles – in-class/online
Reference: Beginning Coaching Level 1 manual, Australian Sports
Commission, 2009.
Online:
www.ausport.gov.au/participating/coaches/education/onlinecoach

Canoe polo specific – off water and on water
Reference: Canoe Polo – basic skills and tactics, I Beasley, Stern Turn
Publishing, 2008.

Practical assessment – plan, organise and conduct a
coaching session

First Aid qualification

Code of ethics

Apply for accreditation
6
Australian Canoeing
Board of Directors
President
Honours Committee
High Performance
Unit
Business Services
Unit
Development
Unit
Programs
Unit
Technical
Committees
Education and
Safety
Canoe Polo
Canoe Sprint
Marathon
Slalom
Wildwater
* Australian Canoeing is affiliated with the International Canoe Federation
7
International Canoe Federation
Board of Directors
President
Executive
Committee
Continental
Associations
National
Federations
Standing
Committees
Africa
America
Asia
Europe
Oceania
Over 130
countries
Education and
Safety
Canoe Polo
Canoe Sprint
Canoe Marathon
Canoe Slalom
Wildwater
Dragon Boat
Medical and Antidoping
Athletes
Canoe Freestyle
Canoeing for All
8
Coaching structure
Australian Canoeing
Australian Sports Commission
Australian Coaching Council
State Associations
State Canoe Polo
Technical Committee
National Canoe Polo
Technical Committee
Club
Coaches
State
Coaches
National
Coaches
Level 1
Coaching
Course
Level 2
Coaching
Course
Level 3
Coaching
Course
9
Australian Sports Commission
Beginning Coaching
The following subjects were covered in the beginning coaching
course:
1. The role of the coach
2. Planning and reviewing
3. Risk management
4. Coaching communication
5. Developing sports skills
6. Game sense
7. Group management
8. Athlete development
10
Module CP2
Risk Management
11
Risk management

Refer to Beginning Coaching Course manual

Complete a risk management planning template from
the manual

Consider risk factors and mitigation specifically for
the venue and for canoe polo.
12
Risk management - identify the risks

Environmental
 Weather, terrain, venue
 Sharing water with others – swimmers, rowers, speed
boats

Human/people factors
 Communications, rules, cost, special needs

Equipment
 Poorly sized or faulty boats and equipment
 Assembling and placing goals, field set up

Processes/procedures
 Emergency contacts, evacuation procedures, First Aid

Transport
 Transportation to the venue, roads, traffic, parking
 Carrying equipment, boats, paddles and gear to the to
water
13
Module CP3
Injury Prevention
14
15
Injury prevention
The coach plays an important role in injury prevention.
By making players aware of potential injuries and
promoting good habits, the coach provides a strong
foundation to reduce injuries and for a player’s ongoing
education and development.
Injury prevention is considered in the following areas:

health and fitness

rules of play

equipment

technique

training
16
Injury prevention

Health and fitness
A good level of health and fitness ensures effective
training and reduced risk of injury.
The coach should be aware of:
 the fitness levels of each player
 the existence and influence of existing injuries
 any special needs – for example: juniors, older
players
 nutrition and sleep requirements
 disabilities and health issues
 hydration, hypothermia, sun stress.
17
Injury prevention

Rules of play
 The rules of canoe polo have been developed to
minimise the risk of injury during play
 Players must know the rules
 The rules should be enforced at training sessions.

Equipment
All equipment and gear must be well maintained and
suitable for its intended use
Scrutineer boats, paddles, and gear for sharp edges and
loose parts
Goal frames – no protrusions or sharp edges, firmly
anchored
Boundary ropes and markers – suitable and safe.
18
Injury prevention



Technique
Good paddling and ball handling technique is
essential for building strong skills, but is critical for
reducing the chance of injury.
Training
 Warm up and stretching
 Sessions prepared to suit skills of the players
 Sessions designed to progressively increase in
intensity
 Be aware of various skills levels that may be in a
session and how they impact each other
 Cool down.
19
Module CP4
Overview of the Rules of Play
20
Rules of play

All competitions in Australia are played in accordance
with the ICF Canoe Polo Competition Rules.

The rules are available at:
www.canoeicf.com
21
Referee hand signals – 1
1. START/INFRINGEMENT
2. COMPLETION OF
HALF/FULL TIME
5. SIDELINE THROW/CORNER
6. GOAL LINE THROW
3. GOAL
7. TIME OUT
4. DISALLOWED GOAL
8. REFEREE'S BALL
22
Referee hand signals – 2
9. OBSTRUCTION/HOLDING
13. PLAY ON/ADVANTAGE
14. FREE THROW
10. ILLEGAL TACKLE
15. FREE SHOT
11. 5 SECONDS/POSSESSION
16. GOAL PENALTY SHOT
12. ILLEGAL USE OF PADDLE
17. SHOWING CARDS
23
Penalty cards
Penalty cards may be used at any time during a game:

Green card – a warning. Awarded for dangerous play, talking
back to the referee, or for unsporting behaviour. (A third
green card to the same player, for any reason, automatically
becomes a yellow card.)

Yellow card – two minutes penalty. Awarded for a deliberate
or dangerous foul that prevents the scoring of a near certain
goal, for deliberate or dangerous play, repeated and
continuous dispute of the referee’s decisions, foul or abusive
language, or illegal substitution (A second yellow card to the
same player, for any reason, automatically becomes a red
card.)

Red card – rest of game penalty. Awarded where a player
disputes a yellow card, or a yellow card has not had the
desired effect of causing the player to control their play or
attitude, for a personal attack on another player, for repeated
and continuous foul or abusive language.
24
Playing Area
23m wide
4m
Goal line
Corner
4m
Playing area terminology
Goal
Corner
Edge of pool
Jostle area
Floating rope
6m line
Imaginary line
Floating marker
35m long
Poolside marker
Sideline
Sideline
Half way line
6m line
Jostle area
Corner
Corner
Goal line
Goal
25
Scrutineering
Scrutineering of gear and equipment before play is essential to
ensure player safety and player confidence.
Check the following before allowing a player or equipment to
participate:

helmets – proper fit, passes poke test

PFD – proper fit, no rips, no loose straps

spray deck – good fit on kayak, has release strap, no holes

paddles – correct thickness, no sharp edges, no loose tape

kayaks – no sharp edges, no loose screws, no loose
bumpers, no loose tape

personal – no watches, no jewellery
Refer to the IFC Rules of Play for detailed scrutineering
requirements.
26
Module CP5
Equipment
27
Equipment



Participants
 Different sizes and shapes of kayaks suit different
people
 Different constructions suit different abilities –
plastic boats and paddles are appropriate for
clubs but not for national team athletes
 Different paddle shapes and lengths are suitable
for different positions, ability, size and age of
paddler.
Training venue
 Availability – space, time, cost, location, facilities
 Risks – swimmers, other boats, trees, snags,
water quality, water access.
Goals
 Suitable, safe, and safely secured.
28
Choice of kayak






Length
 Affects speed, nose control,
tail control
Width
 Affects speed, stability
Design
 Rocker from end to end
 Shape of edges (chine)
Volume
 Where it is and how much
control the paddler has
Construction
 Plastic, fibreglass, Kevlar,
carbon-fibre
Fit
 Firm and comfortable
29
Choice of paddle




Shape of blade
 Symmetrical, asymmetrical
 Can vary with technique
 Can speed up player just by
changing blade shape to suit
technique
Area of blade
 Depends on strength of paddler
Length
 Varies with height, arm length,
technique and position on field
Construction/weight
 Aluminium, plastic, Kevlar, carbon
fibre
30
Other equipment




Helmet
 Good fit
 Adequate protection to
base of skull and ears
 Make sure it floats!
Facemask
 Correctly fitted
 Fully protects the face
PFD
 Correct size, comfortable
 Padding extends around
the sides
Spray deck
 Good fit on boat
 Good fit around waist
31
Module CP6
Coaching in practice
32
33
34
Coaches roles and styles


Coaches may call on a variety roles and styles that
vary with the level of athletes being coached and
individual athletes personalities.
Coaches must constantly ask themselves “What am I
trying to achieve?” and “What style suits this athlete?”

It is a good idea to ask yourself before coaching a
group or individual: “Why am I coaching?”

It is also useful to know and understand what
parents/employers want from you as a coach.
35
Coaching outlook







Encourage participation, fun, and learning
Encourage self discipline and high standards
Be firm but fair
Include everyone
Be punctual
Take an interest in individuals
Keep everyone involved and active.
36
Group management



Group players according to skill level
 Plan for the the different needs and expectations
of players – high performance, women, juniors,
seniors, and novice
 Be aware of the age and development
differences:
 a 17 year male can be a daunting opponent to
a pre pubescent 14 year old
 some less skilled athletes can be
disheartened by more skilled athletes
Keep paddlers focused and active
Keep paddlers together and within control
 Set boundaries to the training area
 Do not let paddlers wander
 If a large group, appoint an assistant coach.
37
Group management

Men vs women



Big vs small



No problem with fitness and most
ball skills training, but big problems
with offence/defence or 1-on-1.
Limit strength difference by using
appropriate drills and match ups
eg: press work with mixed teams
– men mark men, girls mark girls.
Be aware in junior age groups of
size issues.
Try to keep match ups of similar
size, especially in competitive
drills.
Skilled vs less skilled


Try to keep groups of similar skill
levels together
Or limit dominant group eg: use left
hand only, no dribbling, etc
38
Teaching sports skills
Understanding the three stages of learning motives good
practise:
1. Early stage – learning a new skill; actions must be
thought through and carefully monitored. There
tends to be many errors and movement is often
clumsy.
2. Intermediate stage – a basic command of the skill;
allowing better control and coordination but still
requiring a conscious effort.
3. Final stage – the new skill is happening
automatically and unconsciously.
If poor technique is tolerated in the early stage, it
becomes the technique used in the final phase.
39
Skill drills



Drills are an essential coaching tool for building
individual skills as well as team skills.
Drills may be used for:
 warm up, warm down
 passing, shooting, blocking
 paddling, tackling
 defence and offence tactics
Choose drills that are:

appropriate to the level of participants

as game-like as possible

fun and interesting

challenging to the players.
40
Skill drills

It is important to:


continually change drills to prevent boredom and to
avoid players simply ‘going through the motions’
provide quality not quantity – 5-10 mins of passing
between two people is more beneficial than 15-20
minutes of passing in a circle

progress between drills within a session and from
session to session

demonstrate a high level of correctness.
41
Teaching sports skills – DEDICT
For consistent and reliable instruction use
the DEDICT approach.


Demonstrate the skill
Explain its purpose and emphasise three
coaching points




Demonstrate again
Imitate – let them try it
Correction – provide feedback
Trial – put the new skill under pressure.
42
Teaching sports skills – game sense
Use a game sense approach to develop tactics and
skills in a fun environment.
CHANGE IT

Coaching style – eg: use of questions

How to score/win

Area – eg: size of field

Number of players

Game rules – eg: no dribbling

Equipment – eg: small ball, lower goal


Inclusion – eg: everyone touches the ball
before the team can score
Time – eg: how many passes in 30 seconds
43
Coaching aids and resources







Observation – subjective analysis of players
Video analysis – correcting paddling and
throwing technique and analysing game play
Training diary – records training programs,
athlete’s progress
Other resources – manuals, books, DVDs,
Internet
People – other coaches, professionals, elite
athletes and parents
Tools – magnetic whiteboard with boat and ball
shapes
Book – Canoe Polo – basic skills and tactics
44
Module CP7
Planning
45
Planning
Failing to plan, is planning to fail.





Why is a training program needed?
What does the coach/player want to achieve?
Need to set goals:
 where am I now?
 where do I want to be?
 what do I need to do get there?
What shape will the program take?
What other considerations affect planning?
46
Goal setting
Remember SMART when setting goals:

Specific – the goal is well defined and has a clear
outcome.

Measurable – the goal can be measured so that
progress toward it can be seen

Achievable – the goal is practical and can be
achieved

Realistic – the resources, equipment and time
available to support the goal are appropriate

Time-based – set a time frame to achieve the goal.
47
Planning considerations





Who you are coaching?
 Males vs females, juniors vs seniors, beginners vs
experienced
Who is coming?
 How many people?
 What is the time commitment ?
Why do they play?
 What motivates them? Is it high performance,
general fitness, or social?
Is there a competition or championship?
 Is it club, state, national or international?
What facilities are available?
 Access, playing area, change rooms
 Boats, gear, goals
 Weather.
48
Program



The program must identify:
 length of program
 the phases of the program
 the detail of the program
The training plan must identify:
 session aims
 specific drills, exercises, and time allocation
 review and evaluation
Example:
A novice team wishes to graduate to the next grade
but to do so must win the season grand final. The
season is four months long and the program must
address individual skills, team skills and fitness. The
players must lift their skills in forward paddling,
turning, rolling, zone defence, and aerobic fitness.
49
Typical training session format
1.
Warm up
• forward paddling
• stretches
• passing
(10 minutes)
Light paddling, stretching and passing to warm
and loosen the body ready for more demanding
activities.
2.
Individual skills
strokes
boat skills
ball skills
paddle skills
(20 minutes)
Focused sessions to build specific individual skills
such as turning, passing, dribbling, tackling,
blocking.
•
•
•
•
3.
Team skills
• defence
• offence
• games
(20 minutes)
Skills such as zone defence, press and double
drives, or corners and incorporate these into
games.
4.
Fitness
• aerobic fitness
• anaerobic fitness
(20 minutes)
Intensive exercise and drills to build stamina and
recovery ability.
5.
Cool down
• paddling
• stretches
(10 minutes)
Relaxed exercise and stretches to wind down
and complete training.
50
Example training session
1. Warm up
 Relaxed paddling and passing
2. Individual skills
 Passing and catching – 1 ball between 2
 Baseball pass, chest pass, round arm pass
 Passing on the move – simple cutting drill, Southern Cross
 Dribbling – simple relay – 1 ball between 3
3. Team skills
 1-3-1 zone defence
 Possession game to finish – team that keeps ball for
longest wins
4. Fitness
 Distance paddle to build stamina
5. Cool Down
 Relaxed paddle and stretching
51
Training Session Plan
Date: June LWE Penrith Training Camp _ Team/Athletes: Senior Men _______
Session aims
 O & D- shifting- tight zone
 screening to baseline & screening across centreline
 double drives & point screens
Weekly outcomes




Training Outline
Time
9.00
9.10
Warm-up, skills, drills, conditioning, games, recovery
Paddle and stretch
2 attackers, 1 defender, 1 goalie1st driver shifts defender across centre line and pins defender
so team mate can come into 1 on 1 shot with goalie
9.20 2 attackers, 1 defender, 1 goalie1st driver shifts defender to baseline and pins defender
so team mate can come into 1 on 1 shot with goalie
9.40 2 attackers, 1 defender, 1 goalie,1st driver shifts defender either across centre line or to baseline and
pins defender so team mate can come into 1 on 1 shot with goalie
10.00 3 attackers, 2 defenders 1 goalie1st driver shifts 1 defender, 2nd driver shifts second defender
so 3rd driver comes in for 1 on 1 shot with goalie
10.15 3 attackers, 2 defenders 1 goalieWedge attack from 1 side- 2 drivers in between 2 defenders and shift apart to
Allow drive between them.
10.30 5 attackers, 5 defenders
offence / defence 5 goes each
turn over is a goal to opponents and loss of game
defenders fast break on turnover
Session Review
Don’t forget-talk to athletes, phone, special
Things to improve
equipment


Injuries- treatment to organise




Changes for next session


52
Module CP8
Technique Fundamentals
53
Technique fundamentals




Fit in boat
 Hips
 Legs
 Feet
Posture
 Upright, relaxed
 Maximise distance between sternum and naval
Paddle grip
 Right tight vs left tight
 Symmetrical
Body rotation
 Face where you want to go
 Paddle parallel with shoulders
54
Technique fundamentals

To reduce shoulder dislocation:
 avoid moving the arm to a position that places the
shoulder in an awkward position
 keep arms bent to absorb shock and reduce
forces transmitted to the shoulder
 elbows should not extend pass the line of the
back
 avoid hyperextension of arms.

To reduce risk of rotator cuff injuries:
 keep elbows close to the body
 strengthen rotator cuff muscles by doing external
rotation exercises with elastic or light weights.
55

similar documents