Be Remarkable

Long Term Sport Development Plan

The Big Picture Creating a LEGACY

From Streets to Stadiums

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Understanding How Children Think and Learn

A Student Centered Approach Rational The Vision and Mission LTSD Formula How will the LTSD Plan be achieved? Developing Schema Rational Theory Values, Beliefs and Philosophy LTAD Stages of Development The Program Overview Understanding through Small-Sided Games (SSGs) The Authentic Leadership Transdisciplinary Thinking Learning Styles Co-curricular Rationale Branksome Bears Academy Rationale Four Values for Success The Coaching Process and Tool Box Building Partnerships within the Community

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A Student Centered Approach

As sport is developing quickly in the 21st Century, we must realize that a new wave of teaching and learning is being introduced. The only factor that can be certain is change. Therefore, through the IB program, Branksome appreciate different learning styles by differentiating the program according to the needs of their cohort. This in turn, advances our students talents and potentially creates individuals and teams around strengths and culture, rather than the teachers ideal teaching style. Branksome has embraced this approach of the IB Learner Profile and Essential Elements, continuing to adopt the attributes as our schools values through our Long Term Sport Development Plan. At Branksome Hall, we strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective

Transcending the Essential Elements Knowledge Concepts Skills Attitudes Actions

The role of the educator, and a platform based on foundation principles to develop physical literacy is vital. An enriched program must embrace the four corners of sport and include: 1. General fundamental movement - ABC's (Agility, Balance, Co-ordination, Speed, Stability, Awareness, Locomotive, Perceptual and Manipulation Skills, 2. Studying and Performing Technical/ Tactical Awareness through a range of real life scenarios and small sided games 3. Game awesome in all its diversity 4. Physical, Psycological, Emotional and Social - Life long Learning This can provide the opportunity for growth, innovation and sport development. Students are maturing at a younger age. Critical thinking athletes must be prepared for the opportunity to play at all levels and to reach their peak performance rather than work towards elitism through osmosis and age progression. The role of the coach is to prepare the students by giving them the tools to learn the FUN-damentals - Physical Literacy in an appropriate, enjoyable and proactive sporting environment. The students must be encouraged and guided to apply their knowledge using a holistic method and seek

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excellence from participation to elitism. Teachers do not create great sports students. Our role is to guide, support, set problems and challenges through a student centred - best v best approach. Success will create success, yet in time. Long Term Sport Development is the key . Branksome Hall Asia

The Vision
To create a pre-eminent educational community of globally minded learners and leaders through sport and education

The Mission
To challenge and inspire athletes to love learning and to shape a better world within a sporting context

LTSD Plan Formula

Excellent Resources + Excellent Delivery through a Disciplinary, Transdisciplinary and Interdisciplinary Approach, Essential Elements and IB learner profile + Excellent Opportunity Best v Best + Maximum Quality Time = Branksome Long Term Sport Development Success Disciplinary when an athlete understands a given topic/problem/issue/event through one Discipline. Transdisciplinary - when athletes understand a given topic/problem/issue/event by moving through the four corners of sport (perhaps more than one at a time) without realizing it. Interdisciplinary - when two or more disciplines are utilized to make connections to the learning. Athletes understand a given topic/problem/issue/event in terms of the four corners of sport.

1.Excellent Resources Branksome Hall Asia provide world class sporting facilities and coaches. All academy teams are expected to participate in SAQ (Speed Agility and Quickness) and Fitness Program, Sport Nutrition and Technical Analysis is also incorporated into the academy programs. 2. Excellent Delivery - Recognising the 7 Stages of Development
Through our Branksome Hall Asia Co-curricular Program, students will have the opportunity to work with our faculty team and professional coaches across a range of sporting codes. They will develop the four corners of sport (Fundamental Movement, Technical/Tactical,

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Game Understanding, PSME) through a transdisciplinary and interdisciplinary approach, whilst embracing the essential elements and IB learner profiles. Each academy program has been designed to recognise the diffierent stages of developemnt, through a player centered approach according to the sport focus. The 7 stages of development are: Stage 1: Active Start (JK Gr 2 Stage 2: FUN-damental (Gr 3 4) Stage 3 Learn to Train (Gr 5 6) Stage 4 Train to Train (Gr 6 8) Stage 5 Train to Compete (Gr 9 12) Stage 6 Train to Win (Gr 12+) Stage 7: Active for Life (Everyone)

3. Excellent Opportunity Best v Best Balanced Competition

Students have the opportunity to trial out through a Talent ID program and join a range of sports academies and activities. Through a co-curricular and academy program, students can find an interest and develop a talent. Competing in the residence sport program, interhouse events, social clan days, sports exchanges, sport festivals, local leagues and national conferences, competition and social participations is well balanced in all its diversity.

4. Maximum Quality Time

Branksome are investing time to recruit, develop and retain students within sport to create life long learners.

How will the LTSD Plan be Achieved?

Developing Schema Rational - Theory
At Branksome we recognise, through an understanding of inquiry, that the Schmidt's theory (1975) was developed on the view that actions are not stored rather we refer to abstract relationships or rules about movement. Schmidt's schema is based on the theory that every time a movement is conducted four pieces of information are gathered: 1. The initial conditions - starting point 2. Certain aspects of the motor action - how fast, how high 3. The results of the action - success or failure 4. The sensory consequences of the action - how it felt Relationships between these items of information are used to construct a recall schema and a recognition schema. The Recall Schema is based on initial conditions and the results and is used to generate a motor program to address a new goal. The recognition schema is based on sensory actions and the outcome. The earlier we develop schema, the higher the success rate. Through the Branksome Long Term Sport Development, we recognises a number of different types of skills:

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Cognitive - or intellectual skills that require thought processes Perceptual - interpretation of presented information Motor - movement and muscle control Perceptual motor - involve the thought, interpretation and movement skills

Through our sporting vision, we intend to prepare our students as life-long learners.

Our Values and Beliefs

We are committed to helping each student reach her full potential as she explores her own interests, builds positive relationships, and learns to understand the world around her. Our Sport Faculty are committed to ensuring that each girls learning needs are understood and met, and that each student becomes a well-rounded, independent and confident graduate. From an early age, our students are thoughtful learners who seek knowledge and think critically. They are comfortable with differing points of view. In addition, they understand that our world is a complex, changing place that needs caring, compassionate and principled leaders, and they take action to make the world a better place through a sporting context. The IB learner profile is integral to teaching and learning because it represents the qualities of effective learners and internationally minded students. The learner profile, together with the five essential elements of the program knowledge, concepts, skill, attitude and action informs planning, teaching and assessing.

Philosophy
As a school, we strive to provide a wide range of sporting opportunities through our Co-curricular Program. Exposure to team, individual, social and high levels of competitive sports; we seek to develop life-long learners. Our program aims to develop through TDL themes and concepts: Sport specific movement Technical and tactical understanding Game understanding Social, mental, physical, emotional, cultural qualities Build a healthy, sporting partnership between local schools and community organizers

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LTAD Stages of Development

At Branksome, we recognize the importance of developing our students at a young age by building schema through the four corners of sport. This can be defined as the following: 1. Fundamental Movement Perceptual skills Awareness skills Stability skills Manipulation skills Locomotive skills Fitness 2. Technical and Tactical Awareness Sport Specific Principles and Elite Habits 3. Game Understanding Small Sided Games 4. Physical and Psychological, Social, Emotional and Cultural Development The following highlights our commitment to Long Term Athlete Development (LTAD)

1. Active Start
Kindergarten Grade 2: Focus:
From ages 0-6 years, Branskome students need to be introduced to unstructured active play that incorporates a variety of body movements. Children this age need to develop the ABCs of movement Agility, Balance, Coordination and Speed. The ABCs are essential for developing fundamental movement skills, and fundamental movement skills will later provide the foundation for fundamental sport skills. Together, fundamental movement skills and fundamental sport skills form the basis of physical literacy. An early active start enhances development of brain function, physical coordination, gross motor skills, and posture and balance. An active start also helps children to build confidence, social skills, emotional control, and imagination while reducing stress and improving sleep. Branskome Children in the Active Start stage will see physical activity as a fun and exciting part of everyday life.

The Preparation Stage

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2. Fundamental Development Stage: Grade 3 - 6

Focus:
During the FUN-damental stage Branksome Students will develop fundamental movement skills, including the ABCs of Agility, Balance, Coordination and Speed. Children will participate in a fun and challenging multi-sport environment. Early elementary school age children need to participate in a variety of well-structured activities that develop basic skills. However, activities and programs need to maintain a focus on fun, and formal competition should only be minimally introduced. Branksome students will be exposed to a variety of sports and physical activities throughout the year, developing their interests and motivation while avoiding the danger of burnout through premature specialization. Learning fundamental movement skills throughout this stage is a key to the overall development of physical literacy. The ABCs of Agility, Balance, Coordination and Speed are foundation blocks for developing fundamental movement skills.

3. Learning to Train:
Focus:

Grade 5 - 6

Branksome students in the Learn to Train stage are ready to begin training according to more formalized methods. However, the emphasis should still be on general sports skills suitable to a number of activities. As well, a greater amount of time should be spent training and practicing skills than competing. It may be tempting to specialize at this age through excessive single sport training or early position specialization in team sports. This should be avoided in most sports. Inappropriate or premature specialization can be detrimental to later stages of athlete development if the child is playing a late specialization sport. Premature specialization promotes one-sided development and increases the likelihood of injury and burnout. Hence, there is a greater emphasis on the range of co-curricular athletic options through out the year.

4. Train to Train:
Focus:

Grade 6 8

At this stage, our Branksome athletes are ready to consolidate their basic sport-specific skills and tactics. It is also a major fitness development stage. The Train-to-Train stage makes or breaks the athlete. Branksome Athletes may exhibit special talent, play to win, and do their best, but they still need to allocate more time to training skills and physical capacities than competing in formal settings. To maximize their long-term potential, winning should remain a secondary emphasis.

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This approach is critical to the long-term development of top performers and lifelong participants.

5. Train to Compete:

Grade 9 12

At the Train to Compete stage of LTAD, this is where competition becomes serious. Athletes enter this stage if they have chosen to specialize in one sport and excel at the highest level of competition possible. Athletes need to commit to high-volume and high-intensity training throughout the year. Instruction in topics such as nutrition, sport psychology, recovery and regeneration, injury prevention, and injury management also become very important. Formal competition becomes more prominent in annual periodized training, competition and recovery plans, and includes major national and international events. Train to Compete athletes is not the average community sport program participant. They committed athletes with recognized talent who have chosen an elite pathway that few others pursue. Branksome athletes are becoming a student of the game by understanding the importance of the different elements of fitness, sport science, tactical awareness, and roles within a team in a competitive game situation, perceive, analyse, synthesise and execute decisions to enhance performance and nurture this application of knowledge. Students recognise sport as a chosen subject of study and are committed to participation. Teachers encourage students to understand the importance of applying thinking systems through the four corners of the game.

Purpose and Aim:

Students will link skills, techniques and ideas and apply them accurately and appropriately. Their performance will show precision, control and fluency, and that they understand simple tactical and composition. They will compare and comment on skills, techniques and ideas used in their own and others work, and use this understanding to improve performance. They will explain and apply basic safety principles in preparing for exercise (including warm up and cool down). They will describe what effects exercise has on their body, and how it is valuable to their fitness and health. The program will encourage and enable students to develop: An appreciation and understanding of the value of physical education and its relationship to a healthy, balanced lifestyle An interest in the promotion of health and wellness The motivation to participate fully in all aspects of physical education Their optimal level of physical fitness Effective communication strategies, verbal, non-verbal and written The skills and understanding necessary to participate successfully in a variety of

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physical activities, for example, learning, practicing, refining, adapting, thinking, interacting The ability to reflect critically on all aspects of physical education, including being a critical performer An understanding of international perspectives on physical activity, sport and health education A lifelong interest in and enjoyment of physical activities as a participant.

The objectives are to develop:

Use of Knowledge Movement Composition Performance Social Skills and Personal Engagement

6. Train to Win:

Grade 12+

The Train to Win stage (females 18+, males 19+) is the final stage of the LTAD highperformance stream. Medals and podium performances are Branksome primary focus. In the Train to Win stage of LTAD, athletes with identified talent pursue high-intensity training to win international events. They are now full-time athletes. The previous LTAD stages have developed and optimized the skills, tactics, and ancillary capacities of each athlete. Athletes have now realized their full genetic potential. They must now train to maximize and maintain their competitive performance at the highest level. At the Train to Win stage, world-class athletes with or without disabilities require world-class training methods, equipment, and facilities that meet the demands of the sport and the athlete.

7. Active for Life: Everyone

Under ideal circumstances, athletes and participants enter the Active for Life stage of LTAD at one of two times: 1. After they have developed physical literacy by the end of the Learn to Train stage and chosen to pursue sport and physical activity according to the goals of the Active for Life stage. 2. After they have exited the LTAD high-performance training and competition stream (Train to Train, Train to Compete, and Train to Win stages).

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The Program Overview - Kindergarten - Grade 2

The student will experience a range of fundamental skills and game related movements through a teaching game for understanding philosophy, PYP Personal, Social and Physical Education Strand and Concepts, and the IB Learner Profile. The PYP PSPE Strands Identify An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learners concept of self and feelings of self -worth affect his or her approach to learning and how he or she interacts with others. Active Living An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the bodys response to exercise; the importance of developing basic motor skills; understanding and developing the bodys potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future. Interactions An understanding of how an individual interacts with other people, other living things and the wider world; behaviors, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankinds responsibility as custodians of the Earth for future generations. IB PSPE Concepts Form Function Causation Change Connection Perspective Responsibility Reflection What is it like? How do it work? Why is it like it is? How is it changing? How is it connected to other things? What are the points of view? What is our responsibility? How do we know?

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Through the PYP PSPE Strands and Concepts, our students will understand how to:

Developing Fundamental Principles

1. 2. 3. 4. 5. Sending and Receiving Ball control from different heights, speeds and directions Dribbling and running with and without the ball Shooting over different distances to varying targets Defending a zone or target

Perceptual Skills
Recognition of distance, size, direction, speed Identify moving and stationery support and targets Identify in changes in situation, environment and resources Able to make informed decisions to improve technique

Developing Locomotive Skills:

Running Jumping Dodging Skipping Hopping Bounding Sprinting

Stability Skills (ABCs Athleticism)

Agility Balance Co-ordination Speed Change Direction Disassociation

Manipulation/ Object Control Skills (ABCs of Athletics)

Throw Kick Strike Catch Dribble and Dodge

Awareness
Space Awareness Kinesthetic Awareness Body Awareness Simple Rules and Game Understanding across a range of codes

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Fitness
Speed Stamina Strength Suppleness

Small Sided Games Teaching games for understanding

The Program Overview - Grade 4 12

Grade 4-6 IB PSPE Strand and Concepts As above The MYP PSPE Approach and Areas of Interactions Students will be given the opportunity to: Develop a combination of transferable skills promoting physical, intellectual, emotional and social development See other subjects from a physical education perspective (including learning through the physical) and vice versa See the areas of interaction as relevant to physical education and contributing to holistic learning Consider new, differing and contrasting ideas to their own and use them in the learning process Develop abilities to communicate their knowledge, skills and reflections in a variety of situations Understand the importance of intellectual, physical and emotional balance

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Give thoughtful consideration to their own learning and experience.

Through the areas of interaction (see below), students will continue to experience a range of fundamental skills and game related movements through a teaching game for understanding philosophy, principles of sport, elite habits, PYP, MYP Personal, Social and Physical Education and the IB Learner Profile. They will: Play competitive invasion games, using techniques that suit a wide range of codes Use and apply principles of attack and defence when planning and implementing simple and complex team strategies Use and apply general movement related to specific sports Respond to changing situations in Small-Sided Games and react accordingly

Branksome students will continue to understand and apply: Perceptual skills Awareness skills Stability skills Manipulation skills Locomotive skills Fitness Principles and Game Understanding Elite Habits of specific codes

Areas of Interactions
Approaches to Learning
How do I learn best? How do I know? How do I communicate my understanding?

Community and Service

How do we live in relation to each other? How can I contribute to the community? How can I help others?

Health and Social Education

How do I think and act? How am I changing? How can I look after others and myself?

Environments

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What are our environments? What resources do we have or need? What are my responsibilities?

Human Ingenuity
Why and how do we create? What are the consequences? Each grade will have the opportunity to compete on a local, regional and national stage.

The Principles of Sport

Sending and Receiving with accuracy Ball control from different heights and speeds Dribbling and running with and without the ball Shooting with accuracy Sport specific skills (e.g. heading, footwork, layup etc.)

Developing Elite Habits

Vision and Awareness Pro- Active Passing and One Touch Play Turning Efficiency Pro-Active Defending Transition between defense and offense (vice versa)

Small Sided Games

Teaching games for understanding

Each grade level will experience small-sided games and physical activity to develop habits or skills that can be applied to meet the need of each fundamental movement.

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Understanding through Small-Sided Games

Why play small-sided games? 1. Because we want our young athletes to touch the ball more often and become more skilful with it! (Individual technical development) 2. Because we want our young athletes to make more, less-complicated decisions during the game! (Tactical development) 3. Because we want our young athletes to be more physically efficient in the field space they are playing in! (Reduced field size) 4. Because we want our young athletes to have more individual teaching time with the coach! Fewer players on the field and less players on the team will guarantee this! (Need to feel worthy and need to feel important) 5. Because we want our young athletes to have more, involved playing time in the game! (More opportunity to solve problems that only the game presents) 6. Because we want our young athletes to have more opportunity to play on both sides of the ball! (More exposure to attacking and defending situations) 7. Because we want our young athletes to have more opportunities to score goals! (Pure excitement) 8. Best of all, the game is simple, can be played without adult involvement and it is FUN! These are the reasons why we Branksome Hall Asia embrace "Small-Sided Games" in our LTSD Program. The "Small-Sided" environment is a developmentally appropriate environment for our young athletes. Its a FUN environment that focuses on our young athletes.

Recommendation Competition Sizes

Age 5-6: Age 7 8: Age 9-10: Age 11 : Age 12 +: 3 v 3, 4 v 4 max 5 v 5/ 6 v6 max 6 v 6 - 8 v 8 max 8 v 8/ 9 v 9 max Variation of team sizes

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Recommendation SSGs Conditions

1. 2. 3. 4. Outnumber one side Change area of pitch Vary number of target goals Vary direction of game

Co-curricular Athletic Rationale

Branksome Hall Asias co-curricular options have been modeled on Branksome Hall Canada format with some deviation to incorporate Koreas tradition and culture. It is our intention to be the pre-eminent educational community of globally minded leaders and learners through our co-curricular and academy athletics program. Therefore, co-curricular sports have been selected for the following reasons:

To challenge and inspire girls to love learning and to shape a better world through athletics To increase the participation in an academy sport, developing a talent pool school wide To build life-long learning with the whole family To provide a range of individual and team sports ranging in physical and mental intensity To maximize the use of world class resources and facilities To stand apart from other international schools

The co-curricular athletics program runs parallel to the academic curriculum. It provides value and balance to a student's life and gives opportunity to find an interest and grow potential talent that can be enhanced through our Long Term Sport Development Plan. Ensuring experts and skilled staff deliver the program, it embraces the key messages required to develop the four corners of sport (technical/ tactical, game understanding, fundamental movement and PSME). Growing elite habits early (vision and awareness/ proactive passing/ turning efficiency/ recognizing transitions between attack and defend) can also embed game understanding ready for the next step. The co-curricular athletics program is inclusive. It provides the base to grow the talent that can lead onto local, national and global success Our co-curricular athletics program also aims to match the energy of our students by providing the tools to keep children active through sport. It is built on enjoyable sessions that, from the outset, are guided by a student centered development framework. It provides the IB Learner with the right program for every age group and level of ability. At its heart, sport is simple. The basic premise can be easily understood, experiencing games that can quickly be adopted and enjoyed. There are skills, tactics and strategies that can be learned and explored over time, but the fundamentals do not change and it is at Branksome Hall Asia where we see sport appeal at its purest.

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Branksome Bears Academy Rationale

The following sports have been chosen by Branksome Hall Asia as an academy focus for a Long Term Sport Development Plan: Basketball Badminton Golf Soccer Swimming Tennis Track Volleyball

As co-curricular athletics inspires students to find an interest, it encourages new experiences and talents that can be adopted and developed, once identified, through the Branksome Academy Program. Therefore, to be classified as an academy, the sport must achieve the following criteria: The chosen sport must be developed school wide (JK Grade 12) The chosen sport must be developed during co-curricular in at least two or three terms throughout one academic year The chosen sport must have the opportunity to compete locally (JISAC) and national (KISAC, KAIAC etc.) on a regular basis The chosen sport must be In line with Sport Exchange opportunities overseas The chosen sport must provide opportunity for university scholarships world-wide The chosen sport must always be in the interest of Branksome students and will be up for review every three years

Please Note: Branksome Hall Asia has recommended eight sporting codes to be part of its academy program, each adhering to the above criteria. All academies will be reviewed every three years in which time, possible new sporting codes can be introduced. The number of sporting academies must not exceed maximum recommendation of eight. All proposals must be submitted to the Athletics Director and Branksome Hall Asia Principal in writing at the end of a three-year cycle.

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The Authentic Leadership

Transdisciplinary and Interdisciplinary Thinking and Learning
Learning, learning about, learning through
The need to communicte is instictive. The development of sport is fundamental to the need to communicate; it supports and enhances our thinking and understanding. Sport permanates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships. Disciplinary when an athlete understands a given topic/problem/issue/event through one Discipline. Transdisciplinary - when athletes understand a given topic/problem/issue/event by moving through the four corners of sport (perhaps more than one at a time) without realizing it. Interdisciplinary - when two or more disciplines are utilized to make connections to the learning. Athletes understand a given topic/problem/issue/event in terms of the four corners of sport.

How to speak so people will listen

Compelling and Authentic Leadership Leadership is grounded to a deep sense of personal knowledge of oneself. Therefore, we must strive for accuracy by developing and acknowledging self image. There is a fine line between arrogance and despair, and building confidence in the desire to reach peak potential, with your team, is an essential part of personal development. Self awareness is the tool required to be an authentic leader. It is an instrument that can be used to observe and process information about oneself. A reflective leader is not afraid of challenges and making mistakes, yet thrives on and acknowledges their weaknesses, constantly assessing personal performance in the aid to improve. Authentic leaders are courageous, stand boldly for their beliefs, have strong ethical and moral values, are honest, confident and motivated. Authentic leaders must engage with their players, build relationships, and look for areas where the team needs support outside the obvious square.

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Psychological Capital
Authentic leaders often consider four factors that can assist team peak performance. They are: Self Confidence: This is a shared identity and they have a true reflection about their ability. Optimism: A true authentic leader will have a positive attribution to any situation. They are adaptable, flexible and independent, striving for new dimensions of performance, seeking new possibilities and aiming faster, higher and stronger than anyone else. They often have a positive attitude and conversation creates a good feeling. Hope: The authentic leader has belief, real commitment to a cause and not driven by budget. They lead to results, not by results. They have the will and the way. They understand the direction necessary to succeed and develop a strategy suitable to the teams needs. Resilience: An authentic leader shows perseverance. They are self motivated and do not lose sight of their dream, their values and their morals, no matter how the situation changes.

Authentic leaders effect the way players feel. They can increase the psychological capital in the event that high amount of ideas will be shared. This will encourage the team to engage in a shared vision and action can be taken. Good leadership will increase trust, honesty and support. Authentic leaders show substance in their approach, not style, and are true to their beliefs, passionate and follow a moral framework. They are a servant to the team, take reasonable risks and are always learning. The emotional intelligence of an effective leader can be developed through wisdom, incorporates the ability to reflect and willingness to learn from experiences. They are not afraid of their weaknesses, show excellent empathy skill and will make something of an experience, using it within a positive format.

Leaders must consider the following:

Influence not power: This position has the capacity to involve and find a mind set and shared language within the team. Try to be socially complex. Remember to ask questions at the appropriate time. This will allow the players to critically think, engage in the learning and become more independent. By encouraging this approach, the team will begin to make interpersonal decisions and take ownership. They will analyse, synthesise and execute these judgements and reflect upon the success to meet the desired outcome through critical assessment and self awareness. Interaction: Try to make the environment real, work with real people and give an opportunity to engage with each other to develop sustainability. This must include the auxiliary staff, coach, manager and player. Intent: Try to develop a shared vision approach, work out difficulties together as a team and aim for longevity

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The Common Sense Coach Approach

How can we encourage players to stay in the game? Who benefits? Coach development has now moved into the 21st Century. As educators of the game we must try and consider the following: Flexible approach Responsibility of the player Application of theory and Transferring Knowledge Player Centred Approach Reflection

practice

through

interconnected

themes

and

Learning Styles
Visual Support
More Demos Use of tactics Boards Diagrams Video Cone in team shapes Colour Co-ordinated

Verbal Support
Be precise Positive Open Minded Supportive Reflective Engage with the players and encourage them to make comments regarding the sessions Discuss and feedback Encourage group work Remember to talk and listen and give feed forward

Practical Support
Give time and practice to experiment during a game, drill or activity without unnecessary interruption Remember common sense coaching Playing the game is vital An action often causes a reaction. Allow the players to develop by making some mistakes.

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Coaching
Identify differences and differentiate Ask inquisitive and probing questions, introduce a problem at appropriate intervals for the players to solve and decision make throughout the training session, give opportunity for explanation Manage the mistakes by highlighting the advantages Encourage reflection. How could we improve? Keep trust Emphasis the coach and player partnership: With you, not for you approach Always debrief by asking questions and give time to critically think Create awareness of the players personal needs and the shared vision Always use common sense and coach what you see, one team, one theme

Developing the Critical Thinking Player Ther Essential Elements

As educators of sport, we must try and consider the following: Meet the needs of the player through a shared vision and create awareness of their personal and team needs rather than implementing the coachs knowledge The coach and students must share their knowledge The shared philosophy must be player centred and include player education Try to embrace forward thinking and encourage innovative ideas to develop the game Be open to new initiatives Encourage critical-thinking approach by acknowledging the student of the game development cycle

What do players want?

Fun Be with friends Learn and develop talent Safe environment

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Four Values for Success

1. Aspire to the Best. Understand your role models and try to emulate them. Research your subject and build a bank of knowledge surrounding football. The application of knowledge approach can inspire new ideas and revolutionise the game. Remember to always adopt an innovative and fresh attitude development. 2. No Short Cuts. To be the best, the player must work hard during all aspects of the game. Players who avoid preparation are not self aware of the requirements necessary to improve and will experience disappointment. Players who know why will always succeed over those who know how. 3. Set High S.M.A.R.T.E.R Standards. Consistently assess and monitor progress through pre and post training reflection. Where to next? Players must strive for quality during every practice and continually seek to improve. Through assessment and reflection, players will be self aware of the requirements vital to achieve the ultimate goals.

4. What are S.M.A.R.T.E.R. T.A.R.G.E.T.S?

Specific Measurable Achievable Realistic Timed Enjoyable Relevant Task (Challenging)

Authority (Coach and Player Relationship) Recognition (How do I know I have achieved?) Grouping (Use of others to succeed) Evaluating (Use of feedback and feed forward) Time Management Student Centred

5. Believe in Yourself. Trust your ability to succeed. This must be earned through preparation, practice and reflection to establish the requirements necessary to achieve the next stage of development. Players must always be prepared to learn from every session, game and practice. By observing, predicting, analysing, synthesising, applying and reflecting, the athlete can strive for accuracy. Players must become students of the game through dedication and persistence, and be ready to take the next step.

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Characteristics of a Legend: Recognising the Elite Sports Person

Elite athletes demonstrate many personality traits. They will have a passion, a purpose and a drive to succeed. Play to win rather than compete, not to lose is the key. The following characteristics are often used to describe an elite player: 1. Self aware 2. Self belief and trust in ability 3. holistic approach 4. dedicated/ drive/ committed 5. reflective 6. analytic 7. focused 8. athletic 9. disciplined/ persistent 10. striving for improvement and willing to learn from every experience encountered 11. excellent work ethics 12. mentally strong 13. demonstrate perfect practice 14. self controlled 15. motivated

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Developing Self Awareness to Reach Peak Performance Students must be aware of their personal performance throughout training and match time. Through the development of self awareness, they must possess self control, belief and trust their instincts throughout the growth. Players must be mentally aware of their spiritual, cultural, social, emotional and moral values and be prepared to grow them in conjunction with technical and tactical knowledge of the game.

Preparation for Peak Performance

Trust in your instincts and ability

Spiritual, cultural, Social and Moral Values

Self Belief Attentive Understand the process of learning Understand the process of achieving Self Control Pre/ post match reflection

The Executive Function Process

Executive Function is a term used to describe a set of mental processes that help us connect past experience with present action. We use executive function when we perform such activities as planning, organising, strategising and paying attention to and remembering details. Students with executive function problems have difficulty with planning, organising and managing time and space. They also exhibit weakness with working memory.

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Problems become more apparent as students move through the early grades and as the demands of completing work independently can offer trigger signs there are difficulties in this area. How does executive functioning affect learning? In school, on the field, during training and at home we are called upon to self-regulate behaviour. Normally, features of executive functioning are seen in our ability to: Make plans Keep track of time Keep track of more than one thing at a time Meaningfully include past knowledge in discussions Engage in group dynamics Evaluate ideas Reflect on our work Finish work on time Ask for help Waiting to speak Seek more information when it is needed Experience difficulty planning a project Struggle to tell a story (verbal and non-verbal) difficulties with mental strategies involved in memorization and retrieval from memory initiate tasks or activities or generating ideas independently Cope with anxiety

Strategies to Help
There are many effective strategies one can use on the field and at training when faced with a player who has problems with executive function: Step- by step approaches to training encourage the use of tools such as time organisers, watches with alarms, etc prepare visual schedules and review them daily coaches to be encouraged to do this plan and structure transitions in advance create checklists and to do lists organise workspace/desk minimize clutter in their environment changing rooms etc Discuss organising principles and strategies (domain specific) analyse and plan and select an approach to a task, e.g. cause-effect, description, classification, sequence Teach self-talk key words such as analyse, plan, organise and regulate communication e.g. What do I want to say? How should I organise it? I am going too fast; slow down. Frequent and systematic conferencing with student to help them realistically appraise their academic and personal growth and set goals accordingly.

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The Bottom Line

The brain continues to mature and develop connections well into adulthood and a persons executive function abilities are shaped by both physical changes in the brain and by life experiences, on the field and in the world. Early attention to developing efficient skills in this area can be very helpful. Frequent reassurance and explicit feedback are strongly recommended.

Carpe Diem: Seize the Moment

As we are moving further into the 21st Century, elite athletes are maturing at a younger age. These performers must be prepared for the opportunity to play at their peak performance rather than work towards elitism through osmosis and age progression. The role of a coach is to prepare the player by giving them the tools to learn. The player must apply this knowledge using a holistic method and seek for elitism. Coaches do not create great players. Their role is to guide, support, set problems and challenges through a player centred approach.

The Coaching Process

A conceptual drive through the Four Corners of Sport, the transdiciplinary and interdisciplinary approach to learning Our faculty team will follow a menu prcess to ensure the four corners of sport are developed effectively and work along side the IB approach to coaching and learning across all grades, ability levels and codes.

Faculty Coach Session Exemplar

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Our faculty coaching staff will be provided with a coaching toolbox to support with the delivery of the specific sporting codes. There will also be an opportunity to share work with students, parents and staff through the Ultra-Net.

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Building Partnerships within the Community

By building links with our local, regional and national sport providers, Branksome can embrace the opportunity to grow longevity in high performance and student sport development. Promoting best v best balanced competition, our students, from a range of codes, will gain the opportunity to develop sport potential and life long success. Summary Best v Best within the community and providing opportunity to grow potential

International Tournaments

APAC, Forbissea National Tournaments

KISAC National School Tournaments Sport Exchanges

JISAC Local School Tournaments, Festivals and Leagues

Sports Clubs Social and Competitive Inter School Events Clan Competitions

Participation through the IB PE Curriculum, CoCurricular Programme, Recreational Sports, Residence Sport Program Have a Go Days

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