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Reflections from a Gymnastics assistant coaching course
1st June 2023
A guest post from Kath Maguire. Kath is the parent of one of our club’s gymnasts. She asked about doing some volunteering a couple of months ago and whether there was a course she could do. Here are her reflections from the day. “I’ve been thinking about volunteering for a while now but as it’s […]
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Strength and conditioning qualifications in the U.K.

“You have to work hard at being a coach”

Partner strength work

was my constant refrain over the course of the weekend’s Level 1 Strength and Conditioning course held at Derby University.

However, this meant more than just sweating in the heat. I started off with two short maths questions, followed by them drawing a mind map, then giving me the answers from quiz questions they had prepared (well, most of them) in advance.

The idea was to get their cognitive and creative abilities warmed up. You have to be able to think and be adaptable as a coach: it ain’t just about learning a load of fancy new exercises. It is how you apply the knowledge.

Using the knowledge in the room

There was a great mix of people on the course, from different sports and with different levels of playing/ coaching experience. It was good to be able to draw on that experience when talking about scenarios or real world examples.

The flip side of that knowledge\ experience meant that I was constantly challenged and asked “why?”, especially as “You’re an old coach who is out of touch“!

If I am unable to come up with a sound rationale for doing things, then I should stop doing them. My message of asking “what is the aim of the session?”  then writing the plan from that is something I emphasise on every course.

But, on every course, candidates insist on including their favourite exercise (this time the Plank) and reverse engineering the whole session around that exercise so they can fit it in. How does the plank help in a “power” session? (How does the plank help……?)

Fundamentals, fundamentals, fundamentals

Agility practice

This course is all about teaching the fundamental movement patterns, movement efficiency, posture, balance, mobility, stability and what exercises can help develop these.

The candidates then apply this in warm ups and circuit training sessions that they plan and deliver.

I made the point that no amount of fancy agility\ speed kit can compensate for incorrect movement patterns. The kit can be brought in at a later stage once correct movement is developed.

I was pleased to see lots of good coaching practice on the last afternoon, when candidates gave each other feedback and reflected on their own delivery.

They come back for a final day in September, after they have had a chance to practice, revise and reflect on what they have learnt this weekend.

Thanks to all concerned, Nick Ward for arranging and to Derby University for hosting. 

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Millfield School
For the past 2 years, as Head of Athletic Development, James has made a significant contribution to the development and understanding of athletic development among our sports programmes. With knowledge and passion, he has continually championed best practise in relation to the athletic development of young athletes, and been unstinting in the rigour of its delivery. As a coach, James has made a direct contribution to the development of several prominent individuals, as well as more broadly to our squads.
 
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