Module Details
| Module Code: |
COAC C1315 |
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Module Title:
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Coach Education 1 - GAA
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Title:
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Coach Education 1 - GAA
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| Module Level:: |
6 |
| Module Coordinator: |
Myles Kelly
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| Module Author:: |
Alan Nolan
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| Module Description: |
The aim of this module is to develop students’ ability to coach each element of the Gaelic Games Player Pathway model to child Gaelic footballers, hurlers and camogie players while critically evaluating their own and others' coaching performances.
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Demonstrate and understand how to use the I.D.E.A.L. method to introduce skills, S.T.E.P.R. method to adapt activities and the six HOW TO COACH skills to coach child centered elements of the Gaelic Games Player Pathway model to children Gaelic footballers, hurlers and camogie players. |
| LO2 |
Plan, design, coach and evaluate child friendly Gaelic Games related session plan activities in ways that are at all times consistent with the Gaelic Games guidelines in: OUR GAMES – OUR CODE, THE JOINT CODE OF BEST PRACTICE IN YOUTH SPORT. |
| LO3 |
Demonstrate and understanding of how theories and concepts in Performance Analysis and coaching are applied to enhance sporting performance |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
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| No recommendations listed |
Co-requisite Modules
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| No Co-requisite modules listed |
Additional Requisite Information
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No Co Requisites listed
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| Indicative Content |
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Gaelic Games coach education structure
• Gaelic Games Coach education structure, process and award system • Mandatory coaching standards for Gaelic Games club and inter-county teams
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The Gaelic Games player pathway model
• The Gaelic Games player pathway model as it applies to child Gaelic footballers, hurlers and camogie players (The environment, The Game, The Player)
• The player - The 6 key attributes developed over time through a coaching approach to help players reach their full potential :1. Passion 2. Respect 3. Responsibility 4. Commitment 5. Resilience 6. Creativity
• The Environment - The 6 key player support pillars within the Environment strand of the Gaelic Games Player Pathway : 1. Coaches 2. Teachers 3. Families 4. Role Models & Peers 5. The Games Programme 6. The Gaelic Games System
• The Game - Building player capacities so players become more competent at playing our Games. 1. Technical 2. Tactical 3. Physical 4. Psychosocial
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Being a coach
• Roles and responsibilities of a Gaelic Games coach with particular emphasis on the needs of child Gaelic footballers, hurlers and camogie players • Carrying out Gaelic Games related activities consistent with the guidelines in: ‘Our Games – Our Code, the Joint Code of Best Practice in Youth Sport’
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Coaching movement for Gaelic Games
• Coaching physical literacy to child Gaelic football, hurling and camogie players. • Fundamental movement skills and their application to Gaelic games
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Who are you coaching
To introduce the participants to the similarities and differences that exist between Child, Youth (Boys & Girls) and Adult (Male & Female) participants in Gaelic games. These groups have different needs and capacities across each of the different areas: technical, tactical, physical, psycho/social
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Skills Development & How to coach
• The I.D.E.A.L method of coaching a skill • The six ‘how to coach skills’ • The skills of Gaelic football, hurling and camogie • Correcting errors in the execution of Gaelic football, hurling and camogie skills, with reference to players’ head, hands and feet • The S.T.E.P.R. method of varying coaching activities • Communication in coaching • skill acquisition & motor learning
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Games
Coaching games to child Gaelic football, hurling and camogie players.
• Family of games
• Categorise the different type of games you can use
• Different Types of Games - appropriateness for each playing population
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Preparation & Planning
• The importance of planning in coaching • Designing individual session plans for coaching each element of the Gaelic Games player pathway model to child Gaelic footballers, hurlers and camogie players.
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Evaluation in coaching
• The importance of evaluation in coaching • Evaluating the effectiveness of the coaching of each element of the Gaelic Games player pathway model, as the model applies to child Gaelic footballers, hurlers and camogie players
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Coaching tactical
• Coaching elements of team play & decision making to child Gaelic football, hurling and camogie players
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Coaching psychological focus
Coaching elements of psychological focus to child Gaelic football, hurling and camogie players
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Coaching participant feedback
• Using participant feedback to complement the development of the other elements of the Gaelic Games player pathway model in child
Gaelic footballers, hurlers and camogie players
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performance Analysis
• What is Performance Analysis?
• Sports Data and Information
• What are Key Performance Indicators?
• Developing a Manual Notation System
• Introduction to Data Visualisation
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Module Content & Assessment
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| Assessment Breakdown | % |
|---|
| Continuous Assessment | 60.00% |
| Practical | 40.00% |
AssessmentsFull Time
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
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Reassessment Description
If students fail they must complete a repeat assessment of their practical coaching abilities & a resubmission of log book portfolio over the summer period
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SETU Carlow Campus reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Workload Category |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
|
Contact |
No Description |
12 Weeks per Stage |
1.50 |
18 |
| Practicals |
|
Contact |
No Description |
12 Weeks per Stage |
2.00 |
24 |
| Estimated Learner Hours |
|
Non Contact |
No Description |
15 Weeks per Stage |
5.53 |
83 |
| Total Weekly Contact Hours |
3.50 |
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Module Resources
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| Recommended Book Resources |
|---|
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O'Connor, Gerard. (2019), GIVE US A GAME, 2nd.
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O'Connor, Gerard & Coogan, Willy. (2013), All the Right Skills: A unique skills and training guide for the game of hurling, Dublin Gaelic Athletic Association Dublin, [ISBN: ISBN: 9780955].
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Nally, Colm. (2020), Games Based Training Sessions for Gaelic Football.
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Nally, Colm. (2018), Gaelic Football Games Based Activities.
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Nash, C.. (2015), Practical Sports Coaching,, Routledge New York, [ISBN: ISBN: 9781444].
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Marten, Rainer. (2012), Successful Coaching: Americas Best Selling Coaches Guide, 4th Edition, Human Kinetics.
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O'Connor, Gerard. (2011), Give us a Game: The Games Book for Hurling and Gaelic Football, Leinster Gaelic Athletic Association Dublin, [ISBN: ISBN: 9780955].
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O’Connor, Gerard. (2007), Ready to Play, Dublin GAA.
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Mike Hughes,Ian M. Franks. (2004), Notational Analysis of Sport, Psychology Press, p.304, [ISBN: 9780415290058].
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Pat Daly. (2003), Complete Coaching Guide to Hurling and Football, Techman.
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Lee, Martin. (1993), Coaching Children in Sport, Taylor & Francis.
| | Recommended Article/Paper Resources |
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Gaelic Athletic Association (GAA). Coaching Resources,
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Leinster Gaelic Athletic Association. TURAS Coaching Resource,
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Leinster Gaelic Athletic Association. Have a Ball Nursery Programme,
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Gaelic Athletic Association (GAA). Gaelic Athletic Association Fun Do Pack
Fun Do Coaches’ Resource.
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Gaelic Athletic Association (GAA). Gaelic Athletic Association Fun Do Pack,
Fun Do Football Resource.
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Gaelic Athletic Association (GAA). Gaelic Athletic Association Fun Do Pack,
Fun Do Go Games Resource.
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Gaelic Athletic Association (GAA). Gaelic Athletic Association Fun Do Pack,
Fun Do Hurling Resource.
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Gaelic Athletic Association (GAA). Gaelic Athletic Association Fun Do Pack,
Fun Do Nursery Programme Resource.
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Gaelic Athletic Association Lesson
plans, Lesson Plans for football
(developed by Gerard O’Connor).
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Gaelic Athletic Association Lesson
plans, Lesson Plans for Hurling
(developed by Gerard O’Connor).
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Gulbin, J., Weissensteiner, J.,
Oldenziel, K. and Gagne, F. 2013,
Patterns of performance development in
elite athletes, European Journal of
Sport Science, 13:6, 10,
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Gulbin, J.P., Croser, M.J., Morley, E.J.
and Weissensteiner, J.R. 2013, An
integrated framework for the
optimisation of sport and athlete
development: A practitioner approach,
Journal of Sports Sciences, 31:12, 13,
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Ford, P., de St Croix, M., Lloyd, R.,
Meyers, R., Moosavt, M., Oliver, J.,
Till, K. and Williams, C. 2011, The
Long-Term Athlete Development model:
Physiological evidence and application,
Journal of Sport Sciences, 29:4, 14,
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Suppiah, H.T., Low, C.Y. and Chia, M.
2015, Detecting and developing youth
athlete potential: different strokes for
different folks are warranted, British
Journal of Sports Medicine, 49, 5,
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International Journal of Performance
Analysis in Sport Performance analysis. Journal.
| | Supplementary Article/Paper Resources |
|---|
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Gaelic Athletic Association (GAA). Journal, Gaelic Athletic Association Coach
Education Programme - Introduction to
Gaelic Games manual.
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Journal, Gaelic Athletic Association Wall ball
sessions, Wall Ball: Football Sessions
for the Wall (developed by Gerard
O’Connor).
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Journal, Gaelic Athletic Association Wall ball
sessions, Wall Ball: Hurling and
Handball Sessions for the Wall
(developed by Gerard O’Connor).
| | Other Resources |
|---|
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Gaelic Athletic Association. Website,
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Leinster Gaelic Athletic Association. Website,
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IT Carlow Library. Scientific Journals,
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