CLA Apprentice Program Guide - BCLA

Community‐Development 

COACHING THE COACH 

APPRENTICE PROGRAM 

LACROSSE

COACHI ING THE COACH APPRENTI ICE PROGRAM 

OVERVI IEW 

Cultivating special relationships, those whose sole purpose is to help you along your 

path, is crucial to continuing development. Mentors...help you to discover your dreams, 

to understand your strengths and gaps and your impact on others, and to guide you 

through the steps in your learning plan. 

(Goleman, Boyatzis, and McKee , 2002, p. 164) 

Mentorship provides industry-specific methods to guide a learner, in this case, our future 

coaches. As an industry expert, the mentor teaches the learner, by using a bestpractices 

approach, how to emulate the mentor’s actions and behaviours 

It has become quite apparent that the recruitment of new people into the coaching 

fraternity is becoming more difficult each year. With exception of the high performance 

programs, most teams have, at best, one coach who in all probability has little or no 

lacrosse background or knowledge. They usually have the ability to administer the 

program and would provide excellent assistance to someone who could supervise and 

provide the skills and knowledge base. 

One can see the different road blocks facing new coaches & players wishing to coach 

which amplify the task: 

• No lacrosse background 

• No skill level with a stick 

• Program takes too much free time 

• Employment or school schedule restraints 

• Can’t fit the necessary training (certification) in 

• No visible support from the MA/AMA 

One could expand this list; however, it makes the point that associations need to explore 

possible alternatives to help alleviate the challenge of a lack of coaches. The shortage 

also harms the ability for athletes to receive the necessary support to learn the game, to 

correct their shortcomings and to receive the expected attention the athlete is entitled to. 

The program directly addresses some of the challenges facing associations trying to 

entice new people into the coaching world. The program, however, is not directed at the 

challenges of athlete recruitment, but it could present an image of sport to athletes and 

parents that would be conducive to attracting new participants at all age groups. 

The high performance teams, in most instances, would have two and possibly three 

coaches, while the lower tiers would be lucky to have one. This, of course, raises the 

question of how one stranded coach could possibly have time to assist in the 

development of his/her athletes. This program could fill that void. 

The high performance program administrators, along with coaching staff, have an 

obligation to the game. Items such as volunteer recruitment/retention process, player 

development goals, technical knowledge transfer, growth of the sport, to name a few, 

would benefit tenfold with involvement put forth by rep coaches and players.

The other important component in this program is the fact that we have a good group of 

athletes from the age of fourteen and above who would benefit from a Coach Mentor & 

Apprentice program. This type of program would allow these potential young coaches to 

assist a team under an experienced coach who has been approved as a mentor by the 

MA/AMA and, in some cases, the MA/AMA coaching body. 

The MA/AMA also has an opportunity to tie this program directly into the school system 

of apprentice coaches. The majority of provinces in Canada have an excellent External 

Sport Credits Program for students in athletic, coaching and officiating programs. The 

CLA’s Coach Mentor and Apprentice Program would augment existing school-based 

programs. 

Potential apprentices in this program could only be utilized as Assistant Coaches under 

the direction of a Head Coach with no more than two (2) apprentices per team. The 

Head Coach receiving the Apprentice(s) would not necessarily be the Mentor. The 

Mentor could be a coach assigned by the MA/AMA or an MA/AMA Regional Coach 

Coordinator. In all probability the Head Coach who is assigned an Apprentice(s) could 

be a new person to the game. Therefore, it is important that the Head Coach has 

access to an apprentice who is being mentored by an experienced coach with an 

advanced understanding of the game and the appropriate skill level required to teach 

others to play it. 

Like any other technical job in the marketplace today, the Apprentice(s) would be 

required to fulfill certain tasks and to commit a number of hours throughout the playing 

year. If all these tasks are successfully completed, the Apprentice, after his second year 

in the program, would be granted ‘Trained’ status in the Community-Development 

context at no cost to the Apprentice. The only cost to the Apprentice for this program 

would be the normal fee attached to the applicable Form 100 or registration fee assigned 

by the MA/AMA, and most of the time, the MA/AMA pays this fee for the coach. All 

participating MAs/AMAs should investigate their provincial sport bodies as to the 

possibility of grants which may apply to these types of initiatives. 

When applying for an Apprentice(s), the Local Association would be required to 

purchase the Community-Development coach manual package from the applicable 

MA/AMA.


JOB DESCRI IPTI IONS 

MENTOR 

Complete the mentor registration process supplied by the applicable MA/AMA. 

Be a ‘Certified’ coach within the Competitive Introduction context. 

Conduct a face-to-face interview with the selected apprentice and the recipient 

team head coach. 

Ensure all parties are aware of the tasks and assignments which must be 

completed at specified times (timeline provided). 

Ensure timelines to review and assess all completed tasks contained in the 

Apprentice Work Plan are established. 

Be in possession of the recipient team schedule for casual drop-in viewing. 

Provide intervention when necessary. 

Be available for assistance when required by the apprentice or team head coach 

at a time acceptable by the mentor. 

Provide a recommendation to the MA/AMA as to the status (Pass or Fail) 

awarded to the apprentice at the end of his/her apprentice period. If 

recommendation is “Fail”, rationale must be provided. 

APPRENTICE 

Complete the apprentice application form and forward it to applicable MA/AMA. 

Applicant must be a minimum of fourteen (14) years old and a registered player 

in the applicable MA/AMA. 

Applicant must be available for a minimum of sixty percent (60%) of the recipient 

team’s practice and game schedule. 

Available to attend the mentor and recipient team head coach meeting. 

Successful completion of all tasks outlined in the apprentice work plan as 

provided. 

Successful completion of the question bank at the end of each module once all 

tasks associated with the applicable module have been successfully completed. 

Must meet all commitments of own team. 

Must ensure schedule takes into account all work and school commitments. 

Liaise directly with the mentor for any assistance required with the program. 

Register on the applicable Form 100 or team registration as an assistant coach 

designated will the initials APP after the name. 

MA/AMA 

Recruit and produce a list of qualified mentors available for the apprentice 

program. 

Liaise directly with the appropriate authority to ensure the mentor possesses the 

minimum coach requirements outlined in the Coach Mentor and Apprentice 

Program. 

If necessary, provide an opportunity for the mentor to obtain the necessary coach 

accreditation at no cost to the mentor. 

Provide ongoing promotion of the Coach Mentor and Apprentice program to the 

MA/AMA membership and ensure the availability of the program to all levels of 

lacrosse.

Directly liaise with all mentors and their apprentice(s) ensuring that the 

apprentice(s) is meeting the deadlines contained in the apprentice work plan. 

Complete the necessary NCCP paperwork required to properly accredit a 

successful apprentice coach with Community Development Trained status. The 

NCCP paperwork must be forwarded to the Coaching Association of Canada and 

the Canadian Lacrosse Association. 

ASSOCIATION/CLUB 

Recruit persons who meet the requirements of a mentor and forward the names 

of those people to the applicable MA/AMA. 

Develop a list of teams requiring or requesting apprentice coach assistance. 

Directly liaise with the MA/AMA responsible for filling apprentice requests. 

Conduct timely checks on apprentice work plan to ensure compliance of the 

deadlines outlined in the plan. 

Ensure all Form 100’S and team registrations reflect the position of the 

Apprentice and that ‘APP’ is noted immediately after the apprentice’s name. 

Liaise with the apprentice and MA/AMA to ensure each apprentice receives the 

complete Community-Development Coach Manual Package. 

Provide professional development opportunities to the Apprentice as they arise. 

Ensure completed Apprentice Work Plan is forwarded to MA/AMA who will 

complete the necessary documentation required to have the successful 

Apprentice designated Community Development Trained. 

RECEIVING TEAM HEAD COACH 

Forward application to association/club requesting apprentice(s) assistance. 

Conduct initial meeting between the apprentice(s), the appointed mentor and the 

receiving team head coach to review apprentice(s) work plan and applicable 

timelines. 

Review team schedule and determine apprentice(s) schedule while ensuring all 

team and apprentice commitments, work and school schedules are satisfied. 

Review tasks and module question results in a timely manner to ensure 

apprentice success. 

Provide mentor an update on apprentice(s) progress and seek assistance from 

the mentor when required. 

Provide opportunity throughout the program for face-to-face exchanges between 

the apprentice(s), the mentor and receiving team head coach. 

If the apprentice is ending the second year of the Coach Mentor & Apprentice 

Program, ensure the required NCCP paperwork is completed by the apprentice 

and/or MA/AMA and forwarded to the appropriate body. 

CLA 

Ensure the information for the Coach Mentor and Coach Program is complete, 

and that applicable forms are updated and available on the CLA Website. 

Provide a “Question Bank” for each module outlined in the apprentice work plan 

which is kept current by the CLA Coaching Committee. 

Communicate and promote the program to ensure all members are aware of its 

existence and process.

FIRST STEPS 

CLA/MA/AMA Marketing & advertisement of the program through all available means. 

Advertisement of the program to adults who are not yet registered with an 

MA/AMA. 

Club/Association Distribution of applications to teams requesting apprentice coach support. 

MA/AMA Distribution of applications for enrolment into the program to all athletes 

who are 14 years of age and above, who would like to become an 

apprentice coach and who are registered with MA/AMA. 

Distribution of applications to coaches wishing to act as mentors who are 

minimum level 2 certified or Competition-Introduction Certified. 

Put in place training and certification opportunities to move prospective 

coaches who would like to become mentors from Competition-Introduction 

Trained to Certified. 

 

SECOND STEP 

MA/AMA Review all applications under the program. 

Liaise with those teams requesting assistance and assign the designated 

apprentice and mentor. 

 

THIRD STEP 

Mentor, 

Apprentice, 

Receiving Team 

Head Coach 

 

FOURTH STEPS 

FIFTH STEPS 


CRI ITI ICAL PATH 

Establish a workable schedule taking into consideration apprentice’s 

schedule and receiving team practice and game schedule. 

Mentor Completed periodic assessments of the Apprentice Work Sheet which 

would include a review of the tasks (in the coach manual) and signing off on 

those tasks successfully completed. 

Apprentice & Ensure a minimum of 50% of all tasks are successfully completed at the 

Mentor 

end of year one (1). 

Apprentice Ensure a minimum of two (2) module question banks are successfully 

completed by the end of year one (1). 

 

Apprentice & Ensure all tasks and question banks are successfully completed at the end 

Mentor 

of year two (2) of the program. 

MA/AMA Ensure all paperwork is completed and that successful apprentice received 

the ‘trained’ designation for Community-Development. 

CONGRATULATIONS ON COMPLETION OF THE COACHING THE COACH APPRENTICE PROGRAM!

THE ATHLETE 

Application + 

Team Schedule + 

Work/School Schedule 

Year 1: Mentor Review 

& Intervention 

PROGRAM PATHWAY 

THE TEAM HEAD COACH 

Application for 

Apprentice Help 

MA/AMA Regional Coach Representative 

Apprentice + Coach + Mentor 

Apprentice/Mentor Work Plan Review 

Year 2: Mentor Review 

& Intervention 

THE MENTOR 

Mentor Profile 

Form 

Community‐Development 

Trained Coach

APPLICANT INFORMATION 

Name: 

Parent / Guardian Name(s): 

Address: 

(only required if apprentice is 18 and under) 

City: Postal Code: 

Telephone No: Birth date: 

Parent / Guardian email address: 

(if adult own e-mail address) 

Current School: Current Grade: 

MA/AMA: ________________________________________________________ 

Box Association: 

Field Association: 


APPRENTI ICE APPLI ICATI ION FORM 

Submit to: (APPLICABLE MA/AMA PLACE OR PERSON)

MA/AMA: 

PERSONAL CONTACT INFORMATION 

Last Name First Name 

Street Address City Postal Code 

E-Mail Address Phone (Work) Phone (Home) Phone (Cell) 

COACHING INFORMATION 

Coach Certification #: Coach Type: Head Coach Assistant Coach 

Association: ______________________________ Division: ____________________________ 

Calibre: A1 A2 B C Other 

DATE OF APPLICATION: 

MINIMUM REQUIREMENTS – ALL MENTOR COACHES 

*Competitive Introduction Certified or Lacrosse Fully Certified Level 2 (C2) 

*Member in Good Standing of the MA/AMA 

*Endorsement of Home Association/Team 

*Display strong Fair Play Principles 

A Criminal Record Check has been completed in the last 12 months 

Date Applicant Signature 


MENTOR APPLI ICATI ION FORM 

Date Association/Team President Signature 

PLEASE RETURN COMPLETED APPLICATION FORM TO: 

MA/AMA Apprentice/Mentor Coordinator or Designate

MA/AMA: 

TEAM COACH INFORMATION 

(home) (work) 

Last Name First Name Phone numbers 

Street Address City Postal Code 

E-mail: ______________________________________________ 

Coach Home Association/Club 

Division: Number of Apprentices Requested: 

Caliber (please circle one): A B C D House Other 

DEADLINE: 

MINIMUM REQUIREMENTS – ALL PARTICIPATING CLUBS/ASSOCIATIONS 

*Member in Good Standing of the MA/AMA 

*Endorsement of Home Association/Club 

*Display strong Fair Play Principles 

Date Applicant’s Signature 

Date Association/Club President’s Signature 

Date Received: _________________ 


RECEI IVI ING TEAM APPLI ICATI ION FORM 

PLEASE RETURN COMPLETED APPLICATION FORM TO: 

Designated MA/AMA Place or Person

Apprentice Coach Development Box Lacrosse Evaluation Workbook 

COACHING THE COACH 

APPRENTICE WORKBOOK 

Community Coach Development 

Box Lacrosse 

Apprentice Name: 

____________________________________ 

Address: 

____________________________________ 

____________________________________ 

City Prov. Postal Code: _________________ 

Tel No: ( ) _________________________ 

Email: 

____________________________________ 

Apprentice’s Regular Team: 

____________________________________ 

Head Coach Assigned: 

____________________________________ 

Assigned Coach’s Signature: 

____________________________________ 

Submission Date: _____________________ 

Name of Mentor: 

___________________________________ 

Mentor’s Signature: 

____________________________________ 

Date: _______________________________ 

www.lacrosse.ca 

2211 Riverside Drive 

Ottawa, Ontario 

K1H 7X5 

(613) 260‐2028

Member Associations 

Alberta Lacrosse Association 

Percy Page Centre, 3rd Floor 

11759 Groat Road 

Edmonton, AB 

T5M 3K6 

British Columbia Lacrosse Association 

4041 B Remi Place 

Burnaby, BC 

V5A 4J8 

Fédération de crosse du québec 

4545 av. Pierre‐de‐Coubertin 

C.P. 1000, Succursale M 

Montreal, PQ 

H1V 3R2 

Lacrosse New Brunswick 

P.O. Box 6631 Sta. A. 

Saint John NB 

E2L 4S1 

Lacrosse Nova Scotia 

20 Tache Street 

Lower Sackville, NS 

B4C 1Y6 

SUBM 


Manitoba Lacrosse Association 

200 Main Street 

Winnipeg, MB 

R3C 4M2 

Nunavut Lacrosse Association 

Box 373 

KugluKtuk, Nunavut 

X0E 0E0 

Ontario Lacrosse Association 

1185 Eglinton Avenue E ‐ 6th Floor 

Toronto, ON 

M3C 3C6 

Saskatchewan Lacrosse Association 

2205 Victoria Avenue 

Regina, SK 

S4P 0S4 

When submitting your workbook, please ensure you have completed the following: 

• Part 1 Objectives from each Module 

• Three Key Objectives 

• Part II Enhancing Self‐Esteem 

• Ethical Decision Making 

• Athlete‐Centred Approach 

• Part III Emergency Action Plan 

• Part IV Evaluations: Coach, Player, Team 

• Practice Plans 

• Part V Apprentice 2 nd Year‐end Report


INTRODUCTION 

This Evaluation Work Book component of the Coaching the Coach Apprentice Program is one of 

the vehicles used to confirm the competency of an Apprentice Coach. 

The manuals, DVD’S, Evaluation Work Book, designated tasks and individual module question 

banks represents the “Information Gathering” step and the “Performing” step. Successful 

completion of all above steps over the two year apprentice timeline will result in the Apprentice 

being designated as a Community‐Development Trained Coach in the NCCP data base. 

The purpose of the Apprentice Evaluation Workbook, tasks and question banks within the 

Community Development Coach Stream is not to determine an Apprentice’s grade, but to 

create awareness for the Mentor as to the Apprentice’s coaching strengths and weaknesses so 

any necessary intervention can be administered. 

This workbook contains templates to write: 

1. One Objective from each Module. 

2. Three of the most important objectives for the season. 

3. Enhancing the Self‐Esteem of your players. 

4. Ethical Decision Making Framework 

5. The Athlete Centred Approach. 

6. Your Emergency Action Plan. 

7. Coach Self‐Evaluation, Player Development, and Team Performance checklists. 

8. Practice Planning.* 

9. The final report covering the apprentice period and an evaluation of the Apprentice 

Program. 

* It is expected that the Apprentice will be offered the opportunity during the apprentice two 

year process to plan out sufficient practices, although not necessarily as detailed as the 

example in the work book. 

Each of these components will require a very concentrated effort to complete. All evaluation 

components and tasks must be completed and reviewed by the assigned team head coach on a 

regular basis throughout the apprentice period, then submitted to the association designated 

mentor coach for periodic reviews and any necessary intervention. 

Immediately following the apprentice training period the evaluation components will be 

marked, documented and forwarded to the appropriate authority for action. 

NOTE: APPRENTICE COACHES WHO SUCCESSFULLY COMPLETE THE APPRENTICE EVALUATION 

WORKBOOK, THE TASKS AND MODULE QUESTION BANKS WILL BE “TRAINED.” 

.

MODULE OBJECTIVES 


After review of the manual, list one important objective from each module you would like to 

accomplish. 

Module 1 – The Game 

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Module 2 – The Coach 

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Module 3 – The Players 

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Module 4 – Technical Preparation 

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Module 5 – Mental Preparation 

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Module 6 – Physical Preparation 

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Module 7 – Planning 

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SEASON OBJECTIVES AND EVALUATION 


1. Select three of the more important objectives from three different Modules. 

2. At the end of the apprentice program, evaluate the knowledge you gained and indicate to 

what level the objectives were achieved. 

Objective 1: ______________________________________________________________ 

Evaluation: 

______________________________________________________________________________ 

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O 

Objective 2: ______________________________________________________________ 

Evaluation: 

_________________________________________________________________________ 

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Objective 3: ______________________________________________________________ 

Evaluation: 

_________________________________________________________________________ 

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SELF ESTEEM 


1. In your own words, write a definition of self‐esteem. 

______________________________________________________________________________ 

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2. List in detail three different ways that you helped to enhance the self‐esteem of the assigned 

team players. 

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AL DECISION MAKING FRAMEWORK

ETHICAL DECISION MAKING FRAMEWORK 


With the assistance of the assigned team head coach utilize the Ethical Decision Making 

Framework to describe how a specific ethical situation was handled. 

Step One: Establish the Facts of the Situation: 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

Step Two: A) Does the situation have legal implications? 

______________________________________________________________________________ 

______________________________________________________________________________ 

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______________________________________________________________________________ 

B) Does the situation have ethical implications? 

______________________________________________________________________________ 

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Step Three: Identify possible decisions: 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

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Step Four: Identify the pros and cons of each potential decision: 

______________________________________________________________________________ 

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Step Five: Select the best option for the decision: 

______________________________________________________________________________ 

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Step Six: Design an action plan to implement the decision: 

______________________________________________________________________________ 

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THE ATHLETE‐CENTRED APPROACH 

THE ATHLETE‐CENTRED APPROACH 


1. In your own words, write a definition of the athlete‐centred approach. 

______________________________________________________________________________ 

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2. What would a mentor see if he/she attended a practice where you as the assigned practice 

coach used the athlete centered approach? 

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3. Pick a specific skill and describe how it can be taught using the task, guided discovery, minor 

games approach to teaching, or using rules to direct attention. 

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THE EMERGENCY ACTION PLAN 


With the assigned team head coach review the team Emergency Action Plan and copy to the 

form. Review your coach manual to ensure all points have been addressed. 

Contact Information 

Attach the medical profile for each participant and for all members of the coaching staff, as well 

as sufficient change to make several phone calls if necessary. The EAP should be printed two‐ 

sided, on a single sheet of paper. 

Emergency phone numbers: 9‐1‐1 for all emergencies 

Cell phone number of coach: _______________________________________ 

Cell phone number of assistant coach: _______________________________________ 

Phone number of home facility: _______________________________________ 

Address of home facility: _______________________________________ 

_______________________________________ 

_______________________________________ 

_______________________________________ 

Address of nearest hospital: _______________________________________ 

_______________________________________ 

_______________________________________ 

_______________________________________ 

Charge person (1st option): ________________________________________ (coach) 

Charge person (2nd option): _______________________________________ (assistant coach) 

Charge person (3rd option): ______________________________(parent, nurse, usually on site) 

Call person (1st option): __________________________ (parent, cell) _________________ 

Call person (2nd option): __________________________ (parent, cell) _________________ 

Call person (3rd option): __________________________ (parent, cell) _________________ 

Directions to Hospital from Park: 

______________________________________________________________________________ 

______________________________________________________________________________

COACH SELF EVALUATION 

Key: 1) Met Requirements 80% of the time or better 

2) Needs Improvement 

3) Help! 

4) Difficult to Assess 


During the Assigned Practices the Apprentice Coach: 1 2 3 4 

1. Controls emotions. 

2. Communicates in a positive manner. 

3. Gives constructive and positive feedback. 

4. Gives effective and understandable instructions. 

5. When assigned practice runs organized and orderly practice. 

6. Keeps the players active. 

7. Uses appropriate teaching progression. 

8. Uses coaching methods that match the age of the players. 

9. Communicates in a positive manner to parents. 

10. Ensures the players use safe equipment 

11. Sets the example for and promotes positive team interaction. 

No ‘put‐downs,’ harassment, etc. 

12. Controls the emotions and behaviour of the players in a fair & positive way. 

13. Promotes positive team interaction. 

During the Game the Apprentice Coach: 

1. Assists in maintaining an organized and discipline bench. 

2. Demonstrates ethical behaviour and sportsmanship. 

3. Assists in ensuring reasonable playing time for all players. 

4. Controls his/her emotions regarding bad calls and injuries. 

5. Assists in controlling the emotions of the players and other bench personnel. 

6. Emphasizes the execution of skills and how the game is played over winning. 

7. Treats officials, players & parents with respect and fairness.

PLAYER PERFORMANCE 


Key: 1) Over the two year period players of the assigned team responded to the skill 

teachings 80% of the time or better 

2) Players positive responses needs improvement 

3) Help! 

4) Difficult to Assess 

The Players: 1 2 3 4 

1. Are attentive during demonstrations. 

2. Respond positively to the apprentice coach. 

3. Enjoy the practices. 

4. Enjoy the games. 

5. Attempt to follow the direction of the apprentice coach. 

6. Follow the rules to the best of their abilities. 

7. Uses appropriate teaching progression. 

The Team: 1 2 3 4 

1. Acted like a team. 

2. Developed the motion offence in practices. 

3. Developed the motion offence in games. 

4. Exercised emotional control during games. 

5. Developed the soft hands technique. 

6. Used self‐talk during practices and games. 

List other coaching competencies that you think should be included in the apprentice program 

PART IV 

PRACTICE PLANNING

PRACTICE PLANNING 


The following is a guide for learning how to plan practices and is the vehicle for learning how to 

teach. “Give a person a fish and you will feed him/her for a day; teach a person to fish and you 

will feed him/her for a lifetime.” 

GOAL 

To develop players who: 

• Are independent and able to perform without a coaches support 

• Can make wise choices from all the feedback and input received 

• Feels responsibility and ownership over their learning 

• Can function without the coach at their side and learns to be independent 

OBJECTIVES 

To plan practices that are safe and highly structured while, at the same, allowing for the choice 

and freedom of the player by: 

• Allowing for choice 

• Encouraging input from the players by asking: 

‐ How they feel? 

‐ What they think? 

‐ What they want to do? 

• Allowing time for the players to explore several options and come to understand for 

themselves why some options are more effective than others 

• Valuing and responding to each player’s input 

• Encouraging players to try feedback that they receive, and asking questions when they do not 

APPLICATION 

Drills are an important part of teaching lacrosse. However, there are several aspects of teaching 

drills that have not been addressed. If learning is intuitive and best accomplished when the 

player has control: 

• What happens in a drill where the coach has control? 

• What are the players learning? 

• Where do drills fit in the four step learning process outlined in the Community Coach ‐ 

Development clinic? 

• When should drills be used? 

Drills are used in the “gathering of information” portion of the four step learning process. 

• Gathering information (on a skill) 

• Making decisions (about how to perform a skill) 

• Performing (a skill) 

• Evaluating performance (of a skill)


They are used to program habits or to memorize information so that the information or skill can 

be used automatically. Unfortunately, most coaches think they are teaching lacrosse when they 

are running drills. They are not: they are teaching players how to run a drill. The skills of team 

games are performed in an open setting, which means they are never repeated in exactly the 

same way because of the changing conditions. Drills constitute a closed setting that leads 

players to think about skills in the opposite way they are to be used. 

Once the players can perform the skills or plays as instructed in the drill, they should use the 

information from the drill in minor games. How long should this go on? 

• When coaches see the practices behaviour in a formal game. 

The reason is that players need time to recognize when and how to use the skill or concept in a 

constantly changing environment. Once players try something, they need to do the evaluation 

and then have the opportunity to try again. In other words, players need time to experiment 

and therefore to learn. 

When scrimmaging, stop the action when players miss the opportunity to execute the skill or 

the play being taught: 

• Let individuals walk through the correct responses. 

• Set up a drill to mimic the game situation that is causing the problem when the players do not 

respond. 

The problem is not that the players do not know what to do: it is just that the complexity of full 

scrimmages or games interferes with the players’ ability to concentrate. In other words, 

coaches must develop a progression of events through which players can gradually increase 

their level of concentration, and then allow them enough time and repetition to make it 

happen. Also, the understanding of a concept or the development of a skill can be much faster 

when the players can set their own goals, organize their own games and evaluate the 

outcomes. 

Coaches who carefully study and master these methods of facilitating learning can expect: 

Any drill can become a better teaching tool when you add passive then full defence. Drills then 

become GAMES and the players begin the SELF‐DISCOVERY phase of becoming Lacrosse 

Players. 

In liaison with the assigned team head coach create two practice plans in each apprentice year 

(total four (4)) from the following choices: 

A. After a recent game that the team had trouble picking up loose balls. 

B. After a recent game that the team had many missed passes. 

C. After a recent game that the team had several breakdowns on defence. 

D. After a recent game that the team were unable to get many scoring chances.


• Use any drills shown to you by your mentor or that you know already. 

• Do your best to explain them in detail or give yourself reminders that will trigger your 

memory. 

• Attempt to make the drills flow and go from easy to challenging. 

• Always consider the age and skill level of your team. 

• Focus your attention on the portion of the practice following the stretch and warm‐up period 

and previous to your cool‐down. 

P

Date: Time: Location: 

Purpose of the practice: 

Objectives: 


Reminder: 

Time Activity or Drill Key Elements 

Warm up: 

Evaluation 

Skill Development: 

Skill Practice: 

Fitness: 

Cool‐down: 

Things to work on



Objectives: 


Reminder: 


Warm up: 

Evaluation 



Fitness: 

Cool‐down: 

Things to work on



Objectives: 


Reminder: 


Warm up: 

Evaluation 



Fitness: 

Cool‐down: 

Things to work on



Objectives: 


Reminder: 


Warm up: 

Evaluation 



Fitness: 

Cool‐down: 

Things to work on

SELF AND PROGRAM EVALUATION 


Step 1 

Use the following points to evaluate the Coaching Objectives you wrote (page 5). 

• Was the objective achieved? To what degree? 

• What could have been improved upon? 

• What went better than expected? What new idea did you get? 

STEP 2 

Write a general summary of the Program 

• List any accomplishments 

• What will you do differently as a result of the program? 

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STEP 3 

Review the Coach Self‐evaluation and Player Performance checklists in this workbook (pages 

11‐12) at the end of year one to see what needs to be reviewed and prepared for in year two of 

your program. 

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STEP 4 

Evaluate the Coaching the Coach Apprentice Program 

• What helped you the most? 

• What changes or additions would you like to see made? 

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Action Card 

Date: _______________ Location: _________________ 

I intend to STOP… 

I intend to CONTINUE… 

I intend to START… 

ACTIONS: 

www.coach.ca 

www.lacrosse.ca


GREAT IDEAS: 

New ideas in coaching from this program… 

For coaching tips and more 

information about 

coaching workshops, 

visit the Coaching 

Association of Canada 

website at: 

www.coach.ca

COACHING THE COACH APPRENTICE WORK SHEET & PROGRESS REPORT 

Module Page Number Task Outline Date Completed Mentor Sign-Off Sig. 

Module 1 

1-9/1-14 Fill in diagram pg. 1-5 

Conduct inspection of players sticks 

Assist with pockets & strings Date Sig 

1-15/1.19 Assist head coach with inspection of all player's equipment Date Sig 

Pg 1-20 Ensure you are familiar with the rules & know which ones you can control through 

correct defensive skills Date Sig 

Pg 1-24 Complete task 3 Date Sig 

Pg 1-25-29 Understand all terms in the glossary Date Sig 

NOTE: Apprentice must complete the online Community-Development question bank for Module 1: The Game 

Module 2 

Module 3 

Pg 2-2 Task #1 develop list & then liaison with mentor to develop list & understanding of 

task 2 Date Sig 

Pg 2-7/12 Read all pages & arrange to meet with mentor to complete all tasks 3-7 Date Sig 


Pg 2-15 Complete task 9 & 10 

Pg 2-18 Complete tasks 11 & 12 Date Sig 

Pg 2-22 Print off page and forward to one parent & copy response to your manual Date Sig 


Pg g 2-27 Complete p Questionnaire 

Date Sig g 

Pg 3-13/14 After review of pgs 3-2 to 3-12 complete tasks 1 and 2 Date Sig 

Pg 3-15/16 After review of appendices B & C complete tasks 3, 4 & 5 Date Sig 




Pg 3-33 Do a inspection of the primary facility utilized by the team Date Sig 

Pg 3-39 Work with assigned team head coach and complete EAP Date Sig 

NOTE: Apprentice must complete the online Community-Development question bank for Module 3: The Player 

Module 4 

Module 5 

Module 6 

Pg 4-3 After review of pg 4-2 select a basic skill & complete the plan Date Sig 





NOTE: Apprentice must complete online Community-Development question bank for Module 6: Physical preparation 

Module 7 

Pg 7-3 If you where in charge of setting up a team, fill in your team duties you would 

assign Date Sig 

Pg 7-13 With your assigned team coach design an early season practice Date Sig 


Note: Apprentice must complete the online Community-Development question bank for Module 7: Planning.

CLA Apprentice Program Guide - BCLA

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