MOOC 1 Ch1 Study Guide - English

MOOC 1
Developing Effective
Environments for
Children in Sport
Chapter 1:
The Role of the
Children's Coach
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MOOC 1: Developing Effective Environments
for Youth Sport
Study Guide
An Intellectual Output of iCoachKids:
Innovative Education & Training for a Specialist Children & Youth
Coaching Workforce
Acknowledgements
The Study Guide has been written by Sheelagh Quinn, Declan O’Leary and Sergio Lara-Bercial with
editorial support by Ann McMahon. Contribution have been made by Marieke Fix, Nicolette
Schipper-van Veldhoven, Kris Van Der Haegen, David Gibas and Karen Livingstone.
Disclaimer
The European Commission support for the production of this publication does not constitute an
endorsement of the contents, which reflect the views only of the authors, and the Commission cannot
be held responsible for any use, which may be made of the information contained therein.
Project Team: Sergio Lara-Bercial, Julian North, A.J. Rankin-Wright, Marieke Fix, Nicolette Schipper-van
Veldhoven, Declan O’Leary, Sheelagh Quinn, Kris Van Der Haegen, David Gibas, Rafael Navarro, Sonia García,
Pedro Lara-Bercial, Renata Rutkauskaite, Irena Cikotiene, Ladislav Petrovic, Judit Balogh and Birute
Statkeviciene.
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www.icoachkids.eu @iCoachKidsEU Copyright © 2018 by iCoachKids
Contents
iCoachKids MOOC 1 - Chapter 1

Page
Study Guide Introduction 4
Chapter 1 - Introduction 12
Chapter 1 - Section 1 - Part 1

Why children join and stay in sport 16

Why do children dropout of sport? 20
Chapter 1 - Section 2
Children Sport - Reality Check 26
The iCoachKids PLEDGE -
10 Golden Rules for Coaching Children 33
On Being a Coach - What Coaches Really Do 40
Chapter 1 - Summary & Conclusions 44
Closing Tasks - The Role of the Children's Sport Coach 49
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iCoachKids MOOC 1 Study Guide
Introduction
“A coach’s primary mission is to help sport participants develop not
only as athletes, but also as people. To fulfil that aim, a coach needs
functional and task-related competences that are underpinned by
knowledge and reflection.”
From the European Sports Coach Framework (p. 39)
Congratulations Coach, by engaging in the iCoachKids MOOC 1, you

have demonstrated that you have an open mind to learning more about
coaching children and to further developing your own coaching skills.
Improving your coaching takes time and effort. Coach development

should proceed in a progressive and sustainable way. Such an
approach takes into consideration your stage of development as a
coach, how you learn and which participants the coach is working with.
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How Coaches Learn
In this MOOC, we recognise that learning is a lifelong process and that
multiple experiences can facilitate the development of your coaching
ability. During your progress through MOOC 1 we have included a
variety of learning experiences to meet the needs of coaches and how
they learn.
A coach is not a blank slate. Whether through personal experiences as

participant or spectator, you arrive to coaching with your own
conception of what it is and how it should happen. The following task
will allow you to consider what you are bringing to your coaching.
STUDY GUIDE TASK: What Are

You Bringing to You Coaching?
(There are no right or wrong replies. This exercise is about you taking
stock of your previous experiences.)
Coaches Learn Best Your Learning and How you Like to Learn
When…
List Your Sports What Does This Bring to Your Coaching?

Experience
Your Education What Does This Bring to Your Coaching?
Life Experience/Learning What Does This Bring to Your Coaching?
Other Things You What Does This Bring to Your Coaching?

Think/Feel Reflect You
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Your Learning
In the early stages of coach development, you may benefit strongly from
learning opportunities provided through formal education – in MOOC 1
this is reflected in what you read and the personal tasks that you
undertake in applying this knowledge into your coaching. This can be
seen as laying a knowledge foundation. These activities challenge or
confirm initial personal theories and support the creation of a child-
centred framework that helps coaches organise and make sense of their
coaching practice.
As you continue to develop as a coach, non-formal learning

opportunities become more relevant. Your interaction with the children,
other coaches, parents, mentors and open source material provides a
chance to check and challenge your emerging philosophy and way of
doing things as well as gaining new knowledge. In MOOC 1 this is
reflected in activities and tasks you do with others and in your
environment.
It is important to note that much of coaches’ learning takes place on the

job. As a coach, your self-awareness and your ability to reflect on your
experiences are essential to this.
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STUDY GUIDE TASK: How
Coaches Learn Best and How You Like
to Learn
The column on the left is what research says about how coaches learn
best. The column on the right is for you to: reflect on these statements;
identify whether they may apply to YOU; and if they mean anything for
YOUR LEARNING. This will develop you SELF-AWARENESS of how
you like to learn:
Coaches Learn Best When… Your Learning and How you Like
to Learn
• Their prior experiences and abilities are

recognised and they are encouraged to
reflect and build on them
• They are motivated to take

responsibility for learning and are given
opportunities to drive it and direct it to
their own needs
• The application of what is being learned

to the practical context in which they
coach is clear and facilitated
• The topics and learning materials are

clearly relevant
• The climate is positive and supportive

to minimise anxiety, encourage
experimentation and challenge them
appropriately
• Interaction and sharing with other

coaches is promoted
• A variety of learning activities is offered
• They experience some success and

gain feedback that builds their self-
confidence
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If you have completed these two STUDY GUIDE TASKS you will have
started to engage in the learning process promoted in the iCoachKids
MOOCs. You will have identified what you are bringing to coaching
children; and how you learn.
Well done and read on to learn more about how the MOOC 1 Study
Guide is laid out to assist you in your learning, how the content can be
applied into you coaching and to your growth as a CHILD-CENTRED
COACH of children.
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MOOC 1 Study Guide Structure
In MOOC 1, your development as a coach is promoted using a blended
learning package composed of various activities to foster learning (for
example, reality-based activities, problem-based learning, practical-
coaching opportunities and reflection in/on action). This will promote
knowledge gains and behavioural change and encourage you to seek
additional self-directed learning opportunities.
The following HEADINGS and icons will signify different activities you
will undertake in the MOOC 1 Study Guide:
VIEW – This is the video track linked to the Chapter and Section
of the Study Guide you are considering
READ – This is the content knowledge that is outlined in the video

track. It gives you the opportunity to examine the content at your own
pace and/or to review in writing what is verbally outlined in the video
STUDY GUIDE TASK – This is an activity that will get you to

consider how the content you have viewed/read may apply during your
coaching with the children that you coach, and reflect on how you may
change your coaching behaviours
PERSONAL COACHING TASK: This is an activity that will get you

to apply the content into your coaching, with the children you coach,
and to reflect on how it went for the children and for you. You may need
to do these tasks a number of times and reflect on them to be able to
fully apply the content into your coaching, in line with your coaching
philosophy and to the benefit of the children
COACHING WITH OTHERS – This is an activity that will get you

to engage other coaches you work with to discuss, apply, try, observe,
get feedback from and reflect on how they see/feel your coaching is
developing, and how the content can be applied by you and the other
coaches. It may also encourage you to engage other relevant people,
like parents, referees, club officials and even the children you coach!
COACHING IN YOUR ENVIRONMENT – This is an activity that

will get you to consider how child-centred is the approach of your
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club/school/community group. You will then consider/discuss what
changes may be made to become a more child-centred coach.
QUIZ – At the end of each chapter there will be a quiz for you to
complete. This will give you a chance to re-enforce your learning by
getting you to re-visit some of the main ideas covered in the chapter
and hoe they can apply to your coaching. Approach the questions in an
‘open-book’ format; which allows you to re-read the sections of the
study guide before you write your answer.
CHAPTER CLOSING TASKS – Each chapter will end with some

tasks that will get you to consider/apply the ideas and coaching tools
covered in the chapter into your coaching. The tasks may include:
PERSONAL COACHING TASKS
COACHING WITH OTHERS
COACHING IN YOUR ENVIRONMENT
FURTHER VIEWING/READING – By its nature, only a certain

amount of content is included in the MOOC. If you want to learn more
about a topic, this will direct you to additional materials to view or read
YOUR DEVELOPMENT JOURNEY AS

A CHILDREN’S COACH
Working with children can be a very worthwhile and positive experience
for people. With the growing knowledge and the approach put forward
in the iCoachKids MOOCs, this experience can be positive for each and
every child, as well as for each and every coach.
It’s over to you now to take the responsibility to grow your coaching
knowledge and ability. Enjoy the journey coach!
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iCoachKids: MOOC 1 Study Guide - Learner Activity Tracker:
Chapter No 1
Name: _________________________________ Date: _______________________________
As you complete each of the activities in each of the sections, please put a tick in the circle. This will allow you to track what you have
completed and where you can restart when you return to the Study Guide after a break.
Study Guide VIEW / PRE- PERSONAL COACHING COACHING IN QUIZ CHAPTER FURTHER
Activity / READ CHAPTER / COACHING WITH YOUR CLOSING VIEW / READ
Chapter STUDY TASK OTHERS ENVIRONMENT TASKS
Section GUIDE TASK
/
Introduction
Section 1
Section 2
Section 3
Section 4
Summary /
Conclusion
If you have completed each of the activities in each section and the Learner Activity Grid is complete. WELL DONE! You can move to the next
chapter.
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Chapter 1
Introduction
VIEW AND/OR READ
You can view this section on the online MOOC or you can read it in the Study
Guide. If it re-enforces your learning, you can do both.
Welcome
Welcome to iCoachKids! We are very happy you have decided to join
our growing family.
iCoachKids (iCK) is a not for profit initiative co-funded by the Erasmus+

programme of the European Commission which aims to support the
development of a Specialist Children and Youth Coaching Workforce
across the EU. The final objective is to make sure all children and youth
sport participants have a positive experience led by suitably trained
coaches leading to a lifelong love for sport and physical activity and
healthier and happier lives.
iCK is led by Leeds Beckett University (UK) and the International

Council for Coaching Excellence and brings together another six world-
class organisations with a common desire to support youth coaches
and a proven track record of doing so. These include Sport Ireland
Coaching, the Hungarian Coaching Association, the Netherlands
Olympic Committee, the European University of Madrid, Lithuanian
Sport University and the Royal Belgian Football Association.
Why iCoachKids?
Sport is the most popular extracurricular activity for children. In Europe
alone, millions of children play sport every day and they do so for
multiple reasons. For most of them, it is just a fun and healthy activity
they enjoy doing with friends and family. Some others, however, dream
of emulating their sporting heroes and becoming the next Leo Messi or
Serena Williams.
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Whatever the reason for children to join a sports programme, coaches
have a responsibility to safeguard the flame of “sport enjoyment” to
ensure that children stay involved in Sport and Physical activity
throughout their lives. Only a very few will ever reach the Olympics or
play in a professional league. All children, however, should enjoy their
sport experience and develop a love for sport and physical activity that
will help them grow into healthy and active adults.
It is probably important to clarify that iCK focuses on coaching children

between the ages of 5 and 12 years. However, it is our belief that a lot
of the principles and ideas we are going to share with you apply to the
coaching of older kids and indeed adults. So even if you coach older
participants, we think you will benefit from doing this course.
What has iCoachKids done so far?

iCK has developed a website full of resources from all over the world to
help children’s coaches get access to all the information they need to
create positive experiences for children in sport.
But there is more, as you know now, iCK has developed three FREE,
Massive Open Online Courses or MOOCs to provide aspiring coaches
and those already coaching with key concepts ideas and best practice
when it comes to coaching children. The three courses deal with
different topics:
MOOC 1 – Developing Effective Environments for Children in Sport

MOOC 2 – Child Centred Coaching
MOOC 3 – Coaching Children: Planning, Doing and Reviewing
This is MOOC 1 – Developing Effective Environments for Children

in Sport. Creating the right environment lays the foundation to make
sport a positive experience, and this is the most important job for
children’s coaches and club/school/community group officials.
Yes, that’s right! It is not only about teaching sport techniques, tactics
or incredible movement skills. Our top priority should be to create an
environment that delivers sport to children in a way that meets their
needs and desires. This online course, iCoachKids MOOC 1
Developing Effective Sport Environments for Children, will help you
do just that by covering the following topics across 6 chapters:
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Chapter 1: The role of the children’s sport coach
Chapter 2: What is a coaching philosophy and why it is beneficial
to be clear about yours
Chapter 3: How to create a suitable vision for your team or your club
Chapter 4: What sport means for children and
what it can do for their personal development
Chapter 5: What are the ingredients of a positive sport environment
Chapter 6: How to safeguard and protect children and young people
in sport
Each of these topics will be treated in a comprehensive yet practical

way. The materials and videos will provide tried and tested theories in
these areas as well as sharing practical tips you can start using straight
away with the children you coach:
THEORY + PRACTICE = LEARNING
You will also hear/read stories from real coaches, children and parents
and be able to connect the content of the course to your own coaching
reality and practice. This will be achieved through the provision of
regular opportunities to reflect on what has been taught and through the
completion of small pieces of work grounded on the application of the
theory to your actual practice to help you join the dots.
It is important that you reflect on what the contents of the MOOC mean
for you in your environment, with the children you coach, and complete
the coursework. Research shows that reflection and practical
application of the knowledge given on any course leads to higher
retention of information and increased skills in the field.
Here is our promise to you:
Anything we ask you to do in this course is part of being a coach, not

‘homework’, but things that great coaches do regularly as part of their
day to day coaching.
At the end of each Chapter, there will also be a Quiz to help you make
sure you have retained the relevant ideas and principles. We hope you
enjoy the course and that it helps you continue to grow as a sports
coach so you can make an even greater difference to the children you
coach.
All the best from the iCK Team!
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PRE-CHAPTER ACTIVITY
Let’s start by understanding why children do sport and why they drop out.
Please complete the following interactive activity.
ACTIVITY 0.1 – STUDY GUIDE TASK:

Why children do sport and drop out
Spend a few minutes thinking about these (even taking account of your own
likes/dislikes when you did/do sport). Then rank your Top 5 reasons (number
them 1, 2, 3, 4 and 5) that children do sport and drop out from the 10 options
on each of the lists below:
Why children do sport Your Why do children drop out Your

top 5 top 5
1. Win at all costs 1. When they don’t feel confident and

competent
2. Fun and enjoyment 2. They are much better than the others
3. Impress the coach 3. When the main focus is on winning
4. Become a high performer 4. When coaches have favourites
5. Feeling competent 5. Never in the newspaper
6. Learning new skills 6. Training times don’t suit
7. Being with friends 7. When parents and coaches are pushy
8. Get their name in the paper 8. The season is too long
9. Cheered by spectators / 9. When it becomes too serious

supporters
10. Attitude of parents 10. Get beaten too many times
Now read Chapter 1, Section 1. Part 1 examines why children do sport.

Part 2 looks at why they drop out. After finishing each Part, review this
task and your ranking for each. What do you notice? Reflect on your
own likes/dislikes – are these included in what was highlighted for
children?
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Why children join and stay in sport
VIEW AND/OR READ
In part 1 of this section we are going to explore the reasons why children
join and stay in sport. In this way, you will be able to develop your own
strategies to attract kids to your sessions and keep them there.
In 2013, Professor Richard Bailey and colleagues conducted a review1

of all the available evidence about the reasons why children join and
stay in sport sessions and clubs and why they drop out. What they found
may surprise you.
They found that children’s participation in sport depended on five

primary factors:
1. Fun and enjoyment

2. Feeling competent
3. Learning new skills
4. Being with friends
5. Attitude of parents

First, fun and enjoyment are, without question, the most important
factors when it comes to sustaining participation in sport. Children have
a natural attraction to PLAY. They love playing and sport is, of course,
1
Bailey, R., Cope, E. J., & Pearce, G. (2013). Why do children take part in, and remain involved in sport? A literature review and
discussion of implications for sports coaches. International Journal of Coaching Science, 7(1), 56-75.
16
a form of play. Now, answer this question coach. Do you want to be a
fun maker or a fun killer?
Some simple FUN MAKERS include playing good old playground
games, giving drills and games funny names, using stories and
narratives around the activities and running mini competitions. All this
can really contribute to livening up your sessions.
By contrast, FUN KILLERS in sport are things like coaches talking too
long, players waiting for ever in lines between turns or having to repeat
the skill or drill till it gets really boring.
The second important element that helps keep children in sport is when
they feel competent. Basically, children need to feel that they can do
what’s required of them during sessions and that they can cope with
whatever is thrown at them. The main thing is to make sure that you set
the activities and tasks at the right level. If you are constantly asking
them to do things they are not ready for yet, they will get frustrated,
fearful and even bored. From here to dropping out there is only one
short step! Being competent Is a key motivator.

Third on the list is learning new skills: children love learning new things.
Have you ever seen them playing videogames and how excited they
get when they master a new move or go to the next stage of the game?
Videogame designers are very good at setting up progressive
challenges and ‘hooking’ kids with learning and rewards. Coaches
should do the same and find ways to show the kids that they are getting
better and reward them for it. That´s how you make the learning and
improvement visible.

The fourth point is about being with friends. Children come to sport to
either be with their friends, or to make new friends. So, as a coach,
please be flexible. Sometimes they may be chatty or a bit distracted but
let them interact with each other and build those friendships. It’s not the
Olympics or the World Cup! Also, give them a chance to make new
friends by making sure they get to work with different partners in drills
and games.
5. Attitude of parents/guardians
The final point on the list, but by no means less important, is the
attitudes of parents/guardians. They are obviously important for their
kids, but perhaps, sometimes we don’t realise how much! For instance,
parents/guardians who are themselves involved in sport are more likely
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to have their children involved in sport for longer. But also, children of
parents/guardians with positive attitudes in sport, like good
sportsmanship or unconditional love regardless of success, tend to stay
in sport for longer too.
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ACTIVITY 1.1 - STUDY GUIDE TASK –
What you can do to keep children in
sport
We have highlighted a few tools and ideas to help children stay in sport.
Please consider how you may include a number of them with the
children you coach and make a list of what you will try.
Tool/idea to encourage children to stay How to include the activities in the

in sport sessions you coach
1.
2.
3.
4.
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Why do children dropout of sport?
VIEW AND/OR READ
In part 1 of this section, we looked at the top 5 reasons why children

join and stay in sport. Here, we are going to look at the opposite, the
things that put them off.
Well, some of these may surprise you too. Children drop out of sport for
5 main reasons:
1. When they don’t feel confident and competent

2. When it becomes too serious
3. When the main focus is on winning
4. When coaches have favourites
5. When parents and coaches are pushy

First, when children don’t feel confident and competent they are at a
higher risk of dropping out. If the activities we do with the kids don’t give
them sufficient levels of confidence and competence, we are going to
struggle to keep them engaged and happy. From that point to dropping
out there is only a very small step!

Second, children say that when sport becomes too serious, they don’t
like it. This is another reminder that sport belongs to the children and
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that PLAYING is their main motivation. Pep Guardiola, the legendary
football coach, says that young children should do three things PLAY,
PLAY and PLAY. So, coaches should make the most of the children’s
desire to play.

The third reason why children drop out is an excessive focus on
WINNING: it is not that children don’t care about winning, but study after
study shows that it is not the most important thing for them. Adults who
are fixated with keeping score and the win-loss record are actually doing
children a disservice and increasing their chances of dropping out!

Fourth on the list, children don’t like it when coaches have favourites –
every child deserves our full attention. No matter how skilful or gifted,
coaches must ensure that all children feel valued. Coaches, please,
make sure to learn every child’s name and say hello when they come
in, and please, please, please give every child a little bit of your time in
every session.
5. When Parents/Guardians and coaches are pushy

Finally, the last major dropout factor identified by children is, Pushy
Parents / Guardians and Coaches. Forcing children to train more than
they want is a big NO, NO. Stopping them from doing other things they
like, such as spending time with friends, watching TV or doing
homework has a big impact on dropout rates. Even for children who
move into the performance pathway, we should be careful not to expect
too much too early.
Now please go back to the pre-Chapter Activity and see if what you
identified Is In line with Part 1 and Part 2 above. Take note of what you
have learned from this section.
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ACTIVITY 1.2 - STUDY GUIDE TASK –
What you can do to stop children
dropping out of sport
We have highlighted some areas that don’t encourage children to stay
in sport. Please identify if any of them occur with the children you coach.
Make a list and indicate how you may address them.
Areas that don’t encourage How to address them with the

children to stay children you coach
1.
2.
3.
4.
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Summary
So, to summarise, positive sport experiences for children are not about
winning or becoming a pro. Those are things that some adults value
and want from sport, but children want to have fun, feel competent,
learn something, be with friends and share something with their
parents/guardians. And they don’t like it when it is too serious, when
winning is the most important thing, when coaches have favourites and
when parents/guardians and coaches push them too hard.
It is that simple! We have to be very careful not to suck the enjoyment

right out of sport. Our attitudes influence what they make out of it: if we
value winning they will fixate on that; if we value learning, friendships
and enjoyment, they will too… Just remember:
CHILDREN ARE NOT MINI ADULTS!
FURTHER VIEWING/READING
Watch the on-line video to hear some views of children.
In addition, you could have a look at these resources:
Parents: Let’s Talk about your child in sport. A video on YouTube:

https://www.youtube.com/watch?v=kZqgo-Y2Yxs
10 Reasons why children play sport

(from UK Sports Psychology website – BelievePerform):
https://believeperform.com/infographic/10-reasons-why-children-play-
sport/
Why Play Sports? A video on YouTube:

https://www.youtube.com/watch?v=_7g03W6k7q8
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ACTIVITY 1.3 - PERSONAL
COACHING TASK/COACHING WITH
OTHERS – Listening to the children
you coach (Mini-Focus Group and/or
Questionnaire)
Introduction
Conduct Mini-Focus Groups or use a questionnaire. The following
describes a Focus Group and the next page outlines a questionnaire
(the questions on this can be used in the focus group).
Mini-Focus Group
You are asked to record with a mobile phone an informal mini-focus
group workshop with some of the children you coach asking them why
they do sport and what they dislike. Permission from parents has to be
sought. Then review the video a number of times and identify the key
threads that come up in the discussion.
Or
Conduct a mini-focus group with the children and keep notes of the
discussion points each group.
Then, consider how you will provide more of what they like; and how
you will address the dislikes. Please conduct Mini-Focus Groups or use
a questionnaire. The following describes a Focus Group and the next
page outlines a questionnaire (the questions on this can be used in the
focus group).
Focus Group: Outcome

Bring the key threads back to the children and ask if they are accurate.
Also present what you propose to do to encourage their continued
involvement; and how you will address the dislikes. A mini-focus group
could also be held with parents
Post-Focus Group: Action

Include the outcomes of the focus group in the coaching sessions you
do with the children. Also adapt your coaching to accommodate any
changes identified for you as the coach.
Post-Action: Reflection
Consider the impact of what you have included so that you grow as a
coach.
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ACTIVITY 1.4 - iCoachKids REQUEST
– #TheVoiceofChildrenInSport
You are asked to record with their mobile phones an informal mini-focus
group workshop with some of the children they coach asking them why
they do sport and what they dislike. Permission from parents has to be
sought and videos could be posted on Twitter account with
#TheVoiceOfChildrenInSport and @iCoachKidsEU tagged.
Coaching with Others - Questionnaire/Questions:
The following is an example of a questionnaire or questions that could

be put to children and parents as part of Activities 1.3 and 1.4. It is from
Sport Ireland Coaching Children Factsheet 1.
https://www.sportireland.ie/Coaching-Ireland/Coaching-
Children/Coaching-Children-Factsheet-1.pdf
LET’S GET REAL TASK 1 – WHY DO THEY COME?
“Questions wake us up. They prompt new ideas. They show us new
place and new ways of doing things.” – Michael Marquardt
This task is designed to help you gather the views of the children you
coach and their families with regards to their motives for coming to your
sessions. It will give you information about what they like most about
your coaching and your club and where they think improvements could
be made.
Hand this questionnaire out to a few parents and get them to fill it in with
their child.
Parent’s Questions:
1. Why do you bring your child to our sessions/club?
2. What do you think your children get from taking part?
3. What do you like most about our sessions and our club?
4. Is there anything you would like to see more or less of?
Children’s Questions:
1. Do you like doing sport? If so why/why not?
2. What do you like most about your coach?
3. What would you like your coach to do more/less of?
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Children Sport - Reality Check
VIEW AND/OR READ
What is the main purpose of a

children's coach?
For many, it is about creating and delivering positive and inspirational
experiences that will make children fall in love with sport for life. For
many others, however, coaching is about trying to develop the next
Ronaldo or Simone Biles or about progressing through the ranks to
become a professional coach. None of these goals are better than the
others. However, in how we go about achieving them, it is important
that we are aware of some key facts:
• For example, in England, there are 12,500 players in the

professional football academy system, but only 0.5% of those in the
system from 9 years of age have a chance to play for the first team. The
odds are very low!! And even lower for kids outside the academy
system.
• Another example, in the USA, in basketball, only about 3% of
high school players gain a scholarship to play college basketball
(NCAA) and of those only about 1% end up playing professional
basketball. Again, the odds are very low!
What are we trying to say? Well, as coaches working with 5 to 12 year

olds, we have to be aware that we will be very lucky to see one of our
athletes go to the Olympics or play professional sport. For the vast
majority of the kids we coach, we hope that sport will become a
significant part of their lifestyle and leisure time. The reality is though,
that between the ages of 5 and 12, whether a child looks like they could
become a great athlete or not should not really change the way we go
about coaching them.
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WE MUST COACH THE CHILD,
NOT THE SPORT OR THE CHAMPION.
There is no point in imposing ‘adult-like’ training programmes and

expectations on children.
REMEMBER: CHILDREN ARE NOT MINI-ADULTS.
Treating children, talented or not, like Olympians or professionals may

likely lead to negative experiences and dropout. And yet, some kids will
want to train more and will be very clear about becoming top athletes.
Yet we have to treat them with caution and help them make the right
choices, so they do not burnout or miss out on important developmental
steps. For every Tiger Woods or Williams Sisters, there are many
broken and forgotten ‘child prodigies’ that never made it.
The sport participation map proposed by the European Sport Coaching

Framework helps us put all this into context. As coaches of young
participants, we are in charge of providing a fantastic introduction to
sport to all children. Some of them may progress towards the
performance pathway as emerging athletes, but the vast majority will
hopefully progress to becoming adolescent sport participants who enjoy
playing sport with their friends and become active and healthy adults. If
you are working with emerging athletes, your final goals may be slightly
different, yet you have to consider that they are still children and not
mini-adults. Very few of them will become high performance athletes.
Figure 1.1 - The sport participation map. Reproduced from the International
Sport Coaching Framework (ICCE, ASOIF & LBU, 2013)
27
The Coach Decision Making Model
Another model that helps us understand the implications of working
with children is the Coach Decision Making model proposed by Andy
Abraham and his colleagues at Leeds Beckett University. We will
come back to this model regularly during the three MOOCs.
Figure 1.2 - The Coach Decision-Making Model. Adapted from Abraham et al.
(2015) and reproduced from European Sport Coaching Framework (Lara-
Bercial et al., 2017)
Context
The model highlights that the first thing coaches should be aware of is
the key characteristics of the context in which they work because these
will have an impact on their practice. These may include:
• The vision, mission and philosophy of the
club/school/community group
• The club/school/community group’s resources
• The expectations of children and parents
• Any policies or directives from the sport’s national governing
body
All of these will impact on coaching because they set the parameters of
our work as coaches. For instance, if the club/school/community group
has an inclusive ethos, as a coach I have to respect that and be
inclusive rather than selective. Another example, if the national
governing body prohibits certain types of defence up to a certain age, I
have to stick to these rules. We don’t coach in a vacuum or cocoon, but
28
within a particular social context and we must become familiar with its
characteristics.
Self-Awareness
Next, the Coach Decision Making model, proposes that coaches need
to be self-aware about their values, beliefs and behaviours. This cannot
be underestimated, and we will devote a full chapter in this MOOC
(Chapter 2) to this very important area. For now, it is important that you
know that more and more research shows that self-aware coaches
enjoy coaching more, have better relationships with the people they
coach, learn faster and tend to have better results in the long term.
Being self-aware pays off! One of the key benefits of self-awareness is

that it allows us to ensure there is positive alignment between the
philosophy and values of the club/school/community group we coach
in, all the people in it and our own values and beliefs. If these are
misaligned, the potential for things to go wrong is much higher. Self-
awareness also helps coaches keep a check on their own practices and
behaviours and to see if these match their own and the
club/school/community group’s values and beliefs, and to take
corrective action if needed.
Who, What, How?

Abraham’s model then asks three questions that every coach should
consider in order to facilitate decision-making, planning and to make
sure practice is effective:
1. WHO are you coaching?

2. WHAT are you coaching?
3. HOW are you coaching?
WHO are you coaching?

In answering the WHO question, coaches need to consider theories and
knowledge related to the biology, psychology and sociology of the
human being as thinking tools to understand the participants’ needs and
wants. In other words, the biology, psychology and sociology of children
are completely different to adults. Remember CHILDREN ARE NOT
MINI-ADULTS and therefore what they want and what they need from
sport is totally different.
REMOVE THE ADULT GLASSES AND SEE THE WORLD

THROUGH THE KIDS’ EYES.
29
MOOC 2 will consider the WHO question in great detail. Now let’s move
on to the WHAT.
WHAT are you coaching?

To answer the WHAT question, coaches need to take into account
technical, tactical and motor development theories and knowledge and
use them as thinking tools to build a general or sport specific
programme. Put simply, answering the WHAT question is about
deciding what curriculum or syllabus we want children to learn during
our sessions and seasons. This is highly important as it provides the
final destination and should help coaches stay focused and on track
and not get distracted by things like winning at an early age at the
expense of long-term development.
MOOC 2 will also answer the WHAT question in full depth. Let’s move
on to the HOW.
HOW are you coaching?

In finding an answer to the HOW question, coaches have to consider
ideas and knowledge in relation to how children learn. This is also
known as ‘skill acquisition’ and includes theories that allow us to
maximise learning and development. In a nutshell, this is about
understanding that there are different ‘coaching techniques, coaching
methods or pedagogies’ that have different effects on children and that
can be useful depending on the type of skill being learned and the
child’s stage of development.
MOOC 3 will cover these theories and strategies and provide you with
clear guidance as to when to use the different methods available.
Coaching Programme - The Plan, Do, Review Cycle

The final piece of the Coach Decision-Making model relates to the idea
that once we have understood the context in which we coach, our own
personal beliefs and answered the WHO, WHAT and HOW question,
we are in possession of all the information we need to actually sit down
and plan our coaching programme. From there, a continuous cycle of
planning, doing and reviewing becomes part of our day to day.
MOO3 will also help you get more comfortable with this very important
area of coaching.
With all these ideas fresh in your head, please move on to the next
activity where you will be asked to case study your own coaching
context. Enjoy!
30
COACHING TASK – Case Study your
own club/school/community group
Key elements that need to be in the case study:
Context:
• Describe the main goals of your club/school/community group,
It's the raison d'être
• Describe the level of resources available to your
• Describe the institutional context (at local or national level)
Self-Awareness:
• Outline what you think is your role as a coach and what values
and beliefs you bring to your coaching
Who, What, How:

• WHO – List the age, number and characteristics of the children
you coach
• WHAT – In key words, what are you trying to achieve/coach;
where are these kids going after they finish with you this year/in
the future
• HOW – What kind of activities and teaching strategies have you
been using to achieve your goals
Coaching Programme:
• Around the “what” and the “how”, identify the duration of the
season; the frequency of coaching sessions; and the number of
events/games. Knowing what you know now, reflect on how well
is your context providing for children; and what are the key areas
for improvement?
31
ACTIVITY 2.2 - COACHING WITH
OTHERS – Case Study your own
1. Discuss the Case Study with the other coaches you coach with
and consider their inputs and any implications for you, the coaching
group and the club/school/community group.
AND / OR
2. Prepare a PowerPoint presentation so that you can clearly

outline the main sections and points of the case study
32
The iCoachKids PLEDGE - 10 Golden Rules for
Coaching Children
VIEW AND/OR READ
We now have a very good idea of the role of the children’s coach and
the key elements we need to consider when developing sport
programmes for children.
Over the course of the three MOOCs we will go into a lot more detail in
all these areas. But right now, we want to share with you a little
summary that we are sure will help you stay on track.
We have called it THE ICOACHKIDS PLEDGE and we would like

coaches and sport clubs all over the world to commit to it.
The Pledge contains 10 Golden Rules that will help to guarantee that
sport is a positive experience for all involved, especially for each and
every child.
33
Rule Number 1: Be CHILD-CENTRED
Always have the best interest of children at heart and listen to them. It
is about what children want and what they need, not about the parents
or the coaches!
Make sure to take the adult ‘glasses’ off and try to see the sport through
the eyes of the child. It looks a lot different from where they sit. So, why
not ask the kids some questions? For example: Why do they come to
your sessions? What do they like/dislike? What other experiences of
sport have they had?
Rule Number 2: Be HOLISTIC

Try to see and develop children in your sessions as people first and
foremost, not only as participants. For example, try to develop their
psychosocial capabilities (for example, how they feel about themselves,
confidence, mixing with others) and not just their physical ones. To do
this, use activities that engage children at more than just the physical
level, make the most of teachable moments and challenge them to think
as well as to move.
Rule Number 3: Be INCLUSIVE

Be prepared to cater for all levels of abilities and motivations. Coaching
is not a one-size-fits-all. Pay attention to every child, not only “the good
ones”. Get to know the kids you coach and dare to coach them
differently. Make sure you remove all barriers to participation, so every
child feels welcome and included regardless of their background,
motivation, ability and previous experience.
Rule Number 4: Make it FUN and SAFE

Children want to learn and to have fun doing it. And they also want to
feel safe. As a coach, you must create enjoyable and caring climates –
an atmosphere that allow children to thrive and that keeps them coming
back. Go out of your way to build great relationships. Spend time on it.
Nothing else matters until you achieve this.
So, what about FUN? Well, it sounds counterintuitive, but don’t let
learning get in the way of fun. Include activities that are fun to do and
which also include learning. Bear in mind that when you, the coach have
fun, so will the children. Go on coach, let your hair down!
34
Rule Number 5: Prioritise the LOVE for sport above
LEARNING sport
As we already know, only a small proportion of kids want to be elite
athletes, and of those who do, even a smaller number will actually do
so. Yet, all of them have the potential to become healthy active adults.
Creating that fantastic legacy is part of your job.
Make sure children want to come back next week for more. Make it fun,
make it enjoyable, make it varied and novel, make sure they are
learning, make it a social experience. Get them hooked!
Rule Number 6: Focus on FOUNDATIONAL skills

During childhood, coaches should not worry too much about the specific
skills of their sport. At a young age, kids need to gain essential
fundamental movement and motor skills. They also need to learn the
basics of how to play games using generic tactical principles. This focus
on foundational skill leads to lifelong participation as well as higher
levels of performance.
And yes, if you are coaching a specific sport, your sessions will have a
distinct sport-specific flavour. But the main ingredients should be
foundational. As children grow and develop, you can then introduce
more complex movement and sport skills and tactics.
Rule Number 7: Engage PARENTS positively

Parents/guardians are not the enemy, but the biggest resource at the
coach’s disposal. They want the best for their kids and so do you.
Partnership is the key word. But you will never know what
parents/guardians can offer if you don’t talk to them. We have to open
and maintain regular lines of communication with the
parents/guardians.
And yes, parents/guardians can sometimes be overzealous, and do or

say things they should not. However, as a coach, it is also your
responsibility to help them understand the best ways they can help their
kids make the most out of sport. The role of the coach as an educator
cannot be overestimated.
Rule Number 8 - Plan PROGRESSIVE programmes

Remember coach, you are taking kids on a learning journey. Coaching
children should not be about ‘peaking-by-Saturday’ to win a game, but
more about reaching long-term holistic goals. This can only be achieved
when we have a good plan in place. But this plan must be
developmentally appropriate. What does that mean? It means the plan
35
needs to take into account the children’s age and stage of development
and the best ways to help them progress. Remember Children are not
Mini-Adults! You have to make the game fit the kids, not the other way
around.
Rule Number 9 - Use different methods to ENHANCE

LEARNING
It is vital that coaches understand that learning is a complex process
and it doesn’t happen overnight. Here is the thing - there is not one
single best way to coach. Different coaching strategies are better suited
for different stages of learning and have different effects on the learner.
Repetition, skill circuits, grid drills, games-based learning (which will be

covered in MOOC 3), all have a time and a place. It is not an ‘either/or
situation'. The art of coaching is to know when a child or a group needs
to be exposed to one type of practice or another. The goal is to
maximise their chances of learning and retaining a skill or concept.
Rule Number 10 - Use COMPETITION in a

developmental way
Let’s be clear, we don’t think competition is the devil! Competition is
neither good nor bad by itself. It all depends on how it is organised,
presented and managed. When done properly, competition is an
amazing motivator and a lot of fun. Competition can also teach children
a lot of good skills and attitudes like fairness, sportsmanship, respect,
teamwork. We just have to make sure that the format and the
atmosphere around competition is appropriate for the kids.
Competitions that replicate the adult version of the game are bound to
be an epic fail!
Summary
So, how does this sound as a recipe for positive sport experiences?
The main ingredient for the coach is understanding that our job is to
take children on a journey over time to become whatever they want to
be.
As coaches working with children, we must be very clear that we are

their guide on a journey of learning, discovery and enjoyment. But, the
destination is ultimately up to them. Let’s not forget that!
36
COACHING TASK – Self-Assessment
- My Coaching Wheel
• Using the Wheel provided rate yourself on the 10 Golden Rules

of the Pledge – 1 lowest, 10 highest – from the hub of the wheel
out.
• Then on the worksheet provided, pick one Golden Rule at a
time, starting where you feel you have most potential to improve
and that will make the biggest difference to the children you
coach. Explain why you rated yourself the way you did and what
you plan to do to be better going forward
• Repeat for each of the other 9 Golden Rules
Rule 1
Rule 10 Rule 2
Rule 9 Rule 3
1 2 3 4 5 6 7 8 9 10
Rule 8 Rule 4
Rule 7 Rule 5
Rule 6
37
Rule No. Rating Why Do You Think This I will do… to do better
Area Can Be Improved? going forward
1. Be Child
Centred
2. Be Holistic
3. Be Inclusive
4. Make It Fun and

Safe
5. Prioritise the
Love of Sport
above Learning
Sport
6. Focus on
Foundational
Skills
7. Engage Parents
positively
8. Plan
Progressive
programmes
9. Use different
methods to
Enhance Learning
10. Use
Competition In a
developmental
way
38
ACTIVITY 3.2 - COACHING IN YOUR
ENVIRONMENT
Bring the iCoachKids Pledge to the coaching committee and/or the

executive committee of your club/school/community group. Get them to
discuss and rate the club against the Coaching Wheel
Use the worksheet for the club to consider what actions in could take to
become more child-centred.
• Coaching Children - What does great children's coaching

look like? A video on YouTube:
https://www.youtube.com/watch?v=nPkXJOdIIt0
39
On Being a Coach - What Coaches Really Do
VIEW AND/OR READ
In section 2, we have looked at the role of the children’s coach from the
perspective of what children need and want. We have also seen in
section3, how we have to go about coaching to make sure that we are
truly child-centred.
In this section we are going to dig deeper into the day to day activities
of the children’s coach. And to do this, we are going to use the 6 primary
functions of the coach from the European Sport Coaching
Framework developed by the International Council of Coaching
Excellence (ICCE).
Figure 1.3 - The 6 Primary Functions of The Coach – Reproduced from

European Sport Coaching Framework (Lara-Bercial et al., 2017)
40
Coaches do much more than putting out cones and running drills. This
is literally the tip of the iceberg. Coaching involves a lot more than that.
The 6 Primary Functions essentially tell us what the daily work of the
coach is.
1. Vision and Strategy

First, coaches must set the Vision and Strategy for the children they
coach and their clubs. Before we think about standing in front of a bunch
of children, a children’s coach has to create a vision and a strategy
based on their needs and stage of development and the context of the
programme. For this, it is useful to consult with the parents and the
children themselves to make sure that everyone is on the same page
and has similar expectations.
As a children’s coach, this may be as simple or as complex as you want

to make it, but you have to start here so that you are clear about what
it is that you are trying to achieve with the kids you coach. Even the
shortest journey needs a destination!
Once the vision and strategy are in place, the coach can develop a
specific plan outlining the steps required to bring the strategy to life and
therefore realise the vision.
We cover this in MOOC 1 and in even greater detail in MOOC 3.
2. Shaping the Environment

Second, coaches spend time Shaping the Environment. When working
with children, the coach has to ensure the environment in which the
programme occurs is the best it can be, including personnel, facilities,
resources and even policies. This may sound like overkill, but we cannot
expect to achieve our goals in an environment that is not good enough.
3. Build Relationships
Third, coaches must make an effort to Build Relationships. A
fundamental part of the job of the children’s coach is to build positive
and effective relationships with them and their parents/guardians. But
not only that, the coach has to influence the context surrounding the
children creating respectful and effective working relationships with
everyone else at the club.
4. Conducting Practices and Preparing and

Managing Competitions
Now and only now, coaches can think about the fourth function,
Conducting Practices and Preparing and Managing Competitions. A
41
major part of what coaches do is to organise suitable and challenging
practices to promote learning and improvement. And in some cases,
the coach will also have to prepare for competitions and of course
oversee and manage the children in these competitions.
5. Reading and Reacting to the Field

The next function, Reading and Reacting to the Field, reflects the
dynamic nature of coaching where things change all the time. All along
the way, coaches have a duty to observe and respond to these changes
as they happen, both on- and off the field. Effective decision making is
essential and is a capability that all coaches should develop.
6. Reflect and Learn

And finally, the sixth function, Reflect and Learn, covers the fact that
coaches must constantly evaluate the programme, each session and
competition as well as their own practice to always try to get better. This
journey of personal evaluation and reflection is at the heart of each
coach’s continuous professional development. Research shows that
coaches who reflect regularly get better much quicker and get better
results! No brainer really!
Summary
So, there you have it, running practice and coaching in competitions is
only a small part of the job of the coach. We need to see all these other
aspects of the job as central to success and deliberately treat them with
as much care as we use for training and competition.
Of course, the time, effort and intensity we commit to each of these

functions may be different depending on our available time, the amount
of days per week you see the children and their families, whether you
are a volunteer or a full-time coach or whether you work in a recreational
environment or in the performance pathway. Regardless of these
factors, good, quality coaching will always entail all these six functions
to some degree.
The three iCK Courses have been developed explicitly to support you
fulfil all these different aspects of the job, not just practice and
competition.
42
COACHING TASK
A. Time to Reflect: Review and rate your current performance in
the following functions:
POOR EXCELLENT
1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
4. Conducting Practices and Preparing and Managing Competitions

1 2 3 4 5 6 7 8 9 10
5. Reading and Reacting to the Field

1 2 3 4 5 6 7 8 9 10
6. Reflect and Learn

1 2 3 4 5 6 7 8 9 10
B. Now for each function, examine ways to improve it, identifying

practical things that you can do:
4. Conducting Practices and Preparing and Managing Competitions
5. Read and React to the Field
6. Reflect and learn
43
Chapter 1 - Summary & Conclusions
VIEW AND/OR READ
Chapter 1 has offered an overall view of what coaching children should

be about and the functions coaches fulfil to create positive experiences.
First, we looked at the reasons why children join and stay in sport clubs
and why they drop out. The picture was pretty clear: children want to
have fun, learn skills, make friends, feel competent and be like their
parents/guardians. On the other hand, children don’t really like it when
it gets too serious, when parents/guardians and coaches are pushy,
when it is all about winning, when they don’t feel good enough and when
coaches have favourites.
We then had a reality check and saw that a tiny fraction of the children
that start in sport, progress to the performance pathway, and an even
smaller percentage end up playing professional sport. The conclusion
was clear, treat all children as children and make sure they have a
positive experience. Those who have a possibility of becoming
performance athletes will rise over time.
To help us understand what it means to coach children, we explored

the Coach Decision Making model. This model gives us a number of
questions we have to ask ourselves before we design our coaching
plans. We saw that an understanding of context and personal values
and beliefs was central to get us on the right track and that after that,
careful consideration of the WHO, WHAT and HOW are we coaching,
was the only way to ensure that the goals and methods we choose for
the kids are appropriate.
With this fresh in our heads, we took a nose dive into the actual practice
of coaching children, and we did it in two ways. First, we reviewed the
10 Golden Rules for Coaching Children in the iCoachKids Pledge.
And then we looked at the actual day-to-day activities of the coach in

the shape of the 6 primary functions proposed in the European Sport
Coaching Framework.
44
Now please take the Quiz to see how well you have understood all
these ideas. You will have a chance to review any areas you want after
the quiz, and of course you can relook at the videos and read or review
the sections of the study guide.
Thank you for being a children’s coach.

You are part of a large community of very committed people!
Congratulations!!
45
STUDY GUIDE TASK: QUIZ
1. From the list below identify the five primary factors why children join
and stay involved in sport and physical activity

2. Impress the Coach
3. To win at all cost
6. Become a professional athlete
9. Get their name in the paper
2. Identify 3 of the 5 reasons Children drop out of sport
1.
2.
3.
3. Coaching Children should be about: (True/False)
▪ Help children fall in love with sport for life

▪ Trying to develop the next Ronaldo or Simone Biles
▪ About progressing through the ranks to become a professional coach
▪ Assisting children to reach their potential
▪ Winning the u/12 Cup
▪ Helping children develop holistically
46
4. Identify 5 of the 10 Golden rules in the iCoachKids pledge
1.
2.
3.
4.
5.
47
Q1
Q2
5. When parents and coaches are pushy
Q3
Coaching Children should be about (True/False)
Help children fall in love with sport for life- TRUE

Trying to develop the next Ronaldo or Simone Biles- FALSE
About progressing through the ranks to become a professional coach-
FALSE
Assisting children to reach their potential- TRUE
Winning the u/12 Cup-FALSE
Helping children develop holistically-TRUE
Q4
48
Chapter 1 - Closing Tasks - The Role of the
Children's Sport Coach
ACTIVITY CT 1 - PERSONAL COACHING

(Written/Oral):
Write a 500-word/Record a 3’ video reflective piece on the role of the
coach in youth sport and specifically on what this mean for them in their
current environment.
ACTIVITY CT 2 - COACHING WITH OTHERS:

Agree the role of the children’s coach with the coaches you work with,
based on the iCoachKids Pledge – 10 Golden Rules, in a Coaches
Code of Conduct in your club/school/community group.
ACTIVITY CT 3 - COACHING IN YOUR

ENVIRONMENT:
Conduct the following Child-Centred audit, based on the iCoachKids
Pledge, on the club/school/community group you are involved with; and
discuss it at a coaching / executive committee meeting.
49
COACHING IN YOUR ENVIRONMENT: My Club/School/Community Group – How child
proof are we?
This task is designed to help you think about how well your club/school/community group structure and policies support
children’s needs and wants (Adapted from Sport Ireland Coaching Factsheet 1).
Theme/Item – iCK Pledge: 10 We will continue We will start to… We will stop…
Golden Rules to…
1. Be CHILD-CENTRED
2. Be HOLISTIC
3. Be INCLUSIVE
4. Make it FUN and SAFE
5. Prioritise the LOVE for sport

above LEARNING sport
6. Focus on FOUNDATIONAL skills
7. Engage PARENTS positively
8. Plan PROGRESSIVE
programmes
9. Use different methods to

ENHANCE LEARNING
10. Use COMPETITION in a

developmental way
50
▪ iCoachKids Literature Review Summary on www.iCoachKids.eu

▪ Sport Ireland Coaching Children Programme Factsheets:
https://www.sportireland.ie/Coaching-Ireland/Coaching-Children/
▪ Blogs on www.iCoachKids.eu
❖ https://www.icoachkids.eu/who-what-how-key-principles-of-
coaching-children.html
❖ https://www.icoachkids.eu/build-a-better-connection-with-your-
athletes-i-wish-my-coach-knew.html
❖ https://www.icoachkids.eu/add-the-practical-summary-of-the-
icoachkids-literature-review-to-your-christmas-reading-list1.html
REFERENCES
Abraham, A., Jiménez-Saiz, S.L., Mckeown, S., Morgan, G.,

Muir., North, J., & Till, K. (2015). Planning your coaching: A focus
on youth participant development. In C. Nash (Ed), Practical
Sports Coaching (pp. 16-53). Abingdon, UK: Routledge.
Bailey, R.,Cope, E.J., & Pearce, G. (2013). Why do children take

part in, and remain involved in sport? A literature review and
discussion of implications for sports coaches. International
Journal of Coaching Science, 7(1), 58-75
International Council for Coaching Excellence, Association of

Summer Olympics International Federations & Leeds Beckett
University (2013). The International Sport Coaching Framework.
Champaign, IL: Human Kinetics
Lara-Bercial, S., North, J., Petrovic, L., Minkhorst, J., Oltmanns,

K., & Hämäläinen, K. (2017). The European Sport Coaching
Framework. Champaign, IL: Human Kinetics.
51

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MOOC 1

iCoachKids MOOC 1 - Chapter 1

Study Guide Introduction 4

Chapter 1 - Section 1 - Part 1

Chapter 1 - Section 1 - Part 2

Chapter 1 - Summary & Conclusions 44

Closing Tasks - The Role of the Children's Sport Coach 49

From the European Sports Coach Framework (p. 39)

Congratulations Coach, by engaging in the iCoachKids MOOC 1, you

Improving your coaching takes time and effort. Coach development

A coach is not a blank slate. Whether through personal experiences as

STUDY GUIDE TASK: What Are

List Your Sports What Does This Bring to Your Coaching?

Your Education What Does This Bring to Your Coaching?

Life Experience/Learning What Does This Bring to Your Coaching?

Other Things You What Does This Bring to Your Coaching?

As you continue to develop as a coach, non-formal learning

It is important to note that much of coaches’ learning takes place on the

• Their prior experiences and abilities are

• They are motivated to take

• The application of what is being learned

• The topics and learning materials are

• The climate is positive and supportive

• Interaction and sharing with other

• A variety of learning activities is offered

• They experience some success and

READ – This is the content knowledge that is outlined in the video

STUDY GUIDE TASK – This is an activity that will get you to

PERSONAL COACHING TASK: This is an activity that will get you

COACHING WITH OTHERS – This is an activity that will get you

COACHING IN YOUR ENVIRONMENT – This is an activity that

CHAPTER CLOSING TASKS – Each chapter will end with some

PERSONAL COACHING TASKS

COACHING WITH OTHERS

COACHING IN YOUR ENVIRONMENT

FURTHER VIEWING/READING – By its nature, only a certain

YOUR DEVELOPMENT JOURNEY AS

VIEW AND/OR READ

iCoachKids (iCK) is a not for profit initiative co-funded by the Erasmus+

iCK is led by Leeds Beckett University (UK) and the International

It is probably important to clarify that iCK focuses on coaching children

What has iCoachKids done so far?

MOOC 1 – Developing Effective Environments for Children in Sport

This is MOOC 1 – Developing Effective Environments for Children

Each of these topics will be treated in a comprehensive yet practical

THEORY + PRACTICE = LEARNING

Here is our promise to you:

Anything we ask you to do in this course is part of being a coach, not

All the best from the iCK Team!

ACTIVITY 0.1 – STUDY GUIDE TASK:

Why children do sport Your Why do children drop out Your

1. Win at all costs 1. When they don’t feel confident and

3. Impress the coach 3. When the main focus is on winning

4. Become a high performer 4. When coaches have favourites

5. Feeling competent 5. Never in the newspaper

6. Learning new skills 6. Training times don’t suit

7. Being with friends 7. When parents and coaches are pushy

8. Get their name in the paper 8. The season is too long

9. Cheered by spectators / 9. When it becomes too serious

10. Attitude of parents 10. Get beaten too many times