Growing Coaches Programme Guide - Sport New Zealand

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CONNECTING TO THE CURRICULUM IN SCHOOLS Growing Coaches can contribute to the vision of the New Zealand Curriculum in schools in several ways. If you are not familiar with the curriculum the following link will enhance understanding. www.nzcurriculum.tki.org.nz/ Curriculum-documents PARTICIPATING IN A COACH LEADERSHIP PROGRAMME CONTRIBUTES TO STUDENT CONFIDENCE THROUGH: . Being able to learn more about themselves in terms of understanding their strengths and areas that need development as they learn how to identify their own values, understand coach qualities and develop a philosophy about what a good coach is. This contributes to students developing a positive sense of their own identity . Working towards and achieving personal and coaching goals requires them to manage themselves and to work with others to achieve team goals. This allows them to develop motivation and reliability . Contributing to being resourceful by balancing, rationalising and prioritising their commitments to coaching and their own sporting commitments, schooling and home life . Understanding and taking responsibility for the costs of being involved in sport, e.g. subsidies, fundraising, sponsorship, branding and so contribute to their ability to be enterprising and entrepreneurial. Equally, leading a group of athletes uses some business and entrepreneurial skills . Recognising and understanding the challenges they and their athletes may face, e.g. team selection, winning and losing, pressures of expectations. This contributes to their ability to be resilient. CONTRIBUTES TO BEING CONNECTED THROUGH: . Mixing with a wider community – adults, teachers, coaches, parents, officials, spectators and with others beyond their own school community. Students will develop the interpersonal skills to enable them to relate well with others . Participating in sport while playing, officiating, coaching, managing or organising, which all require different and varied forms of communication. Students develop the skills to be effective users of communication tools . Participating in coaching, which provides pathways to involvement in community groups and clubs, to become part of the school history/tradition, and to be part of New Zealand’s sporting identity . Providing opportunities to enjoy sporting festivals, providing opportunities to travel within New Zealand or overseas, meeting new people and gaining an understanding of different cultures. CONTRIBUTES TO BEING ACTIVELY INVOLVED THROUGH: . Giving students the opportunity to be participants in a range of real life contexts through the coaching context . Contributing to the well-being of New Zealand society, culture, economy and environment. Sport is a vehicle that can create lifelong relationships for individuals as they participate within their communities. Sport has the potential to bring communities together for fun, enjoyment, celebration and competition. CONTRIBUTES TO LIFELONG LEARNING THROUGH: . Developing critical and creative thinkers. Coaching an athlete or team provides a range of opportunities for students to problem solve, make decisions, and develop tactics, strategies and coaching sessions, all of which require reflective, critical and creative thinking . Developing active seekers, users and creators of knowledge. Student coaches listen to others’ opinions in order to make the best on and off the field decisions and to have confidence in themselves . Creating an opportunity to become informed decision makers. Obtaining skills that can transfer to another sport or be used in the future, and opportunities to participate in other aspects of school life, or beyond, and put learning into practice. 14
GROWING COACHES PROGRAMME GUIDE WELCOME TO GROWING COACHES “ A leader’s most powerful ally is his or her own example. Leaders don’t just talk about doing something; they do it” John Wooden KEY COMPETENCIES Key competencies are capabilities for living and lifelong learning (Ministry of Education, 2007). The five key competencies identified in the New Zealand Curriculum are: . Thinking . Using language symbols and texts . Managing self . Relating to others . Participating and contributing. Students in schools have many opportunities to participate in learning opportunities both in the classroom and beyond the classroom. All these opportunities have the potential to contribute to a student’s development of the key competencies. Coaching or being coached provides many opportunities for this development. The Sport NZ Learner Feedback tool provides some clear examples of how coaching may contribute to the development of the key competencies and provides good examples of questions that coaches could ask of their athletes or of themselves. The Learner Feedback tool is available on the Sport NZ website. HOW CAN GROWING COACHES CONNECT WITH THE QUALIFICATIONS FOR SCHOOL STUDENTS? A student being involved in coaching in schools provides an authentic context within which to capture evidence of student learning. This may be used as assessment through assessors making judgments about achievement for either achievement standards and/or unit standards. Growing Coaches has been closely linked to achievement standards including the availability of assessment exemplars on the Sport NZ website. Organisations wishing to use the programme through the delivery of NZQA achievement standards will find it very simple to link the content to the achievement criteria of the achievement standards. There are a number of physical education achievement standards and/or unit standards that could be used to capture evidence of student learning. STUDENTS COULD BE: . A coach of a school team . In a designated class for a sporting code . In a sport leadership programme . In a school leadership programme . In a Level 1, 2 or 3 NCEA course that has coaching as one of the learning modules. THE EVIDENCE OF STUDENT LEARNING COULD BE CAPTURED WHEN STUDENTS ARE: . Recording in their coach journal . Observing and analysing performance of individuals and/or team performance . Considering how they will help their athletes learn, and drawing on their knowledge of developing skilful athletes . Planning for coaching sessions . Coaching their athletes/team . Reflecting on sessions and their own coaching . Recorded through video and evaluate their own coaching through self observation. CONSIDERATIONS . Sports Directors and Coordinators are encouraged to liaise with their physical education departments if they intend using achievement standards or educational unit standards. . Student coaches who are taking physical education as a school subject cannot enter for the same achievement standard or educational unit standard in the same contexts. . If the student coaches are not taking physical education, Sports Directors or Coordinators will need to consider how to manage the time that students have to put into the learning requirements and assessment. 15
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