Download - learning.gaa.ie · Web viewModule 5: Introduction to Gaelic Games 5A Be able to identify the 3 different types of games – Fun Games, Modified Games, 5B Full Games 5C Be able to

GAA Coach Education ProgrammeApplication for Accreditation

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APPENDIX II: GAA CEP COACHING COMPETENCIES

FOUNDATION AWARD: COACHING COMPETENCIES

Module 1: Introduction - Learning Outcomes

1A Be able to identify the role of the Assistant Coach1B Be able to identify the ‘How to Coach’ skills

Module 2: Skill Development - Learning Outcomes2A Be able to identify the skills of Hurling/Gaelic Football2B Be able to identify the 3 phases of learning for Skill Development2C Be able to list the steps involved in coaching a skill2D Be able to organise and oversee activities to practice 5 of the skills of

Hurling/Gaelic FootballModule 3: Movement in Gaelic Games

3A Be able to identify the different movement requirements of Gaelic games3B Be able to organise activities to develop movement abilities

Module 4: Coaching Children/Youths/Adults4A Be able to identify the issues and challenges of working with different playing

groups (Children/Youths/adults)4B Be able to identify winning vs. development focussed coaching philosophy4C Be able to identify how coaching styles and philosophies may vary when working

with different playing groups4D Be able to identify how to create a safe positive learning environment for players

Module 5: Introduction to Gaelic Games5A Be able to identify the 3 different types of games – Fun Games, Modified Games,5B Full Games5C Be able to identify key factors that can be altered to modify a game5D Be able to organise a game appropriate to Children, Youths or Adults


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AWARD 1 (CHILD): COACHING COMPETENCIES

Module 1: Introduction

1A Be registered on the course1B Be able to identify the format and what is required of them to complete the Award

11C Be able to describe the rights of the Child in sport1D Be able to identify the components of the OTú Model

Module 2: Communication2A Be able to identify the 6 How to Coach Skills2B Be able to describe methods of communication with Children2C Be able to provide feedback that is accurate, relevant and positive

Module 3: Technical Proficiency3A Be able to define Technical Proficiency3B Be able to identify different types of activities that can be used to develop

Technical Proficiency3C Demonstrate effective ‘How to Coach Skills’ through the organisation of

appropriate activities to develop Technical Proficiency- Build Rapport- Provide Demonstration- Observe- Analyse & Make Decisions- Explain- Generate & Provide Feedback

3D Be able to identify key variables that can be altered to increase or decrease the difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS

Module 4: Tactical Prowess4A Be able to define Tactical Prowess4B Be able to identify different types of activities that can be used to develop Tactical

Prowess4C Demonstrate effective ‘How to Coach Skills’ through the organisation of

appropriate activities to develop Tactical Prowess4D Be able to identify key variables that can be altered to increase or decrease the

difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERSModule 5: Team Play

5A Be able to define Team Play5B Be able to describe how Children learn and why Children play5C Be able to identify the type of activities that can be used to develop Team Play5D Demonstrate effective ‘How to Coach Skills’ through the organisation of

appropriate activities to develop Team Play5E Be able to identify key variables that can be altered to increase or decrease the

difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERSModule 6: Physical Fitness/Physical Literacy

6A Be able to define Physical Fitness for Children playing Gaelic games6B Be able to identify the ABC’s and RJT’s of Physical Literacy6C Be able to describe the link between Physical Literacy and the movements of Gaelic

Football/Hurling6D Be able to organise activities to develop Physical Literacy

Module 7: Playing Facts7A Be able to define Playing Facts


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7B Be able to identify the ideal player7C Be able to identify playing facts (related to the ideal player) to be identified7D Be able to use a skills challenge to monitor player development

Module 8: Psychological Focus8A Be able to identify the reasons why children participate in Gaelic games8B Be able to identify methods of ensuring that sessions and games are enjoyable and

challengingModule 9: Rules & Lifestyle

9A Be able to identify issues surrounding the participation of children in Hurling/Gaelic Football

Module 10: Role of the Coach10A Be able to describe the typical Child player10B Be able to identify the key roles, skills and qualities of a coach10C Be able to identify how the Coach can interfere with children’s participation10D Be able to describe some of the challenges that coaches face when coaching

children10E Be able to identify the importance of planning coaching sessions in advance10F Be able to outline the structure of a typical coaching session10G Be able to identify components which can be altered to ensure that coaching

sessions are varied


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AWARD 1 (YOUTH): COACHING COMPETENCIES


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11C Be able to describe the rights of the Child in sport1D Be able to identify the components of the OTú Model

Module 2: Communication2A Be able to identify the 6 How to Coach Skills2B Be able to describe the importance of listening in coaching2C Be able to identify signs that players are/are not listening2D Be able to provide feedback that is accurate, relevant and positive





Module 4: Tactical Prowess4A Be able to define Tactical Prowess4B Be able to identify the options available to players in attack or defence4C Be able to identify the options available to players on and off the ball4D Demonstrate effective ‘How to Coach Skills’ through the organisation of

appropriate activities to develop Tactical Prowess4E Be able to identify key variables that can be altered to increase or decrease the


5A Be able to define Team Play5B Be able to identify the type of activities that can be used to develop Team Play5C Demonstrate effective ‘How to Coach Skills’ through the organisation of

appropriate activities to develop Team Play5D Be able to identify key variables that can be altered to increase or decrease the


6A Be able to define Physical Fitness for playing Gaelic games6B Be able to describe the difference between chronological and biological age6C Be able to describe 5 of the components of Physical Fitness for Gaelic games

§ Speed§ Stamina§ Suppleness§ Strength§ Sleep


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6D Be able to identify the best time to develop each component of Physical Fitnessfor Youth players

6E Be able to organise activities to develop one of the components of PhysicalFitness§ Speed§ Stamina

Module 7: Playing Facts7A Be able to define Playing Facts7B Be able to identify Playing Facts to be measured7C Be able to identify the advantages/disadvantages of Notational Analysis7D Be able to transfer the knowledge gained from analysis of the Playing Facts and

implement a coaching session7E Be able to describe the structure of the rules of Hurling/ Gaelic football7F Be able to identify the role of the Coach and the Match Officials in ensuring the

proper playing of our GamesModule 8: Psychological Focus

8A Be able to define Psychological Focus for Gaelic games8B Be able to describe the 5 C’s of Psychological Focus

- Confidence- Competence- Commitment- Control- Concentration

8C Be able to identify the reasons why Youth players participate in Gaelic games8D Be able to identify methods of ensuring that sessions and games are enjoyable and

challenging8E Be able to set goals for Players and Coaches8F Be able to identify issues surrounding the participation of Youths in Hurling/Gaelic

FootballModule 9: Rules & Lifestyle

9A Be able to identify issues surrounding the participation of Youths in Hurling/Gaelic Football

Module 10: Role of the Coach10A Be able to identify the key roles, skills and qualities of a coach10B Identify different styles of coaching and outline their own philosophy of coaching10C Be able to identify key factors that relate to effective coaching10D Be able to identify the importance of planning coaching sessions in advance10E Be able to outline the structure of a typical coaching session10F Be able to identify variables which can be altered to ensure that coaching sessions

are varied


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AWARD 1 (ADULT): COACHING COMPETENCIES


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11C Be able to identify the components of the OTú Model

Module 2: Communication2A Be able to identify the 6 How to Coach Skills2B Be able to describe the importance of listening in coaching2C Be able to identify signs that players are/are not listening2D Be able to provide feedback that is accurate, relevant and positive





Module 4: Tactical Prowess4A Be able to define Tactical Prowess4B Be able to identify the options available to players in attack or defence4C Be able to identify the options available to players on and off the ball4D Demonstrate effective ‘How to Coach Skills’ through the organisation of

appropriate activities to develop Tactical Prowess4E Be able to identify key variables that can be altered to increase or decrease the


5A Be able to define Team Play5B Be able to identify the type of activities that can be used to develop Team Play5C Demonstrate effective ‘How to Coach Skills’ through the organisation of

appropriate activities to develop Team Play5D Be able to identify key variables that can be altered to increase or decrease the


6A Be able to define Physical Fitness for Gaelic games6B Be able to describe the difference between chronological and biological age6C Be able to describe 5 of the components of Physical Fitness for Gaelic games

§ Speed§ Stamina§ Suppleness§ Strength§ Sleep

6D Be able to identify the best time to develop each component of Physical Fitness


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for Adult players6E Be able to organise activities to develop one of the components of Physical

Fitness§ Speed§ Stamina

Module 7: Playing Facts/Rules & Lifestyle7A Be able to define Playing Facts7B Be able to identify Playing Facts to be measured7C Be able to identify the advantages/disadvantages of Notational Analysis7D Be able to transfer the knowledge gained from analysis of the Playing Facts and

implement a coaching session7E Be able to describe the structure of the rules of Hurling/ Gaelic football7F Be able to identify the role of the Coach and the Match Officials in ensuring the

proper playing of our Games7G Be able to describe issues around maintaining discipline on the playing field and

respect for Match OfficialsModule 8: Psychological Focus

8A Be able to define Psychological Focus for Gaelic games8B Be able to describe the 5 C’s of Psychological Focus


8C Be able to identify the reasons why Adult players participate in Gaelic games8D Be able to identify methods of ensuring that sessions and games are enjoyable and

challenging8E Be able to set goals for Players and Coaches8F Be able to identify issues surrounding the participation of Adults in Hurling/Gaelic

FootballModule 9: Role of the Coach

9A Be able to identify the key roles, skills and qualities of a coach9B Identify different styles of coaching and outline their own philosophy of coaching9C Be able to identify key factors that relate to effective coaching9D Be able to identify the importance of planning coaching sessions in advance9E Be able to outline the structure of a typical coaching session9F Be able to identify variables which can be altered to ensure that coaching sessions

are varied


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AWARD 2 (CHILD): COACHING COMPETENCIES



2Module 2: The OTú Model

2A Review the components of the OTú Model2B Be able to perform a personal needs analysis of their coach development

requirements employing the OTú Model2C Be able to perform a needs analysis of their own team employing the OTú Model2D Be able to review the OTú model against their own coaching experiences and

competenciesModule 3: The Role of the Coach

3A Review the Award 1 Role of the Coach Material3B Describe the expectations of themselves as an Award 2 coach within a Club, School

or County setting.3C Identify the learning process and how this relates to both coaches and players.3D Identify the components of the coaching process3E Discuss the need for care of the coach

Module 4: Communication4A Identify their own current strengths and weaknesses in relation to their

communication skills within coaching4B Demonstrate effective Verbal and Non-Verbal Communication skills4C Discuss the complex nature of Communication in Coaching4D Provide appropriate feedback in a range of Coaching situations

Module 5: Technical Proficiency5A Review the Award 1 Technical Proficiency material5B Identify the skills involved in Scoring, Tackling and Evasion5C Identify variables involved in the advanced performance of the skills involved in

Scoring, Tackling and Evasion5D Coach to develop advanced technical proficiency

Module 6: Tactical Prowess6A Review Award 1 Tactical Prowess material6B Be able to identify the options available to players in attack or defence6C Be able to identify the options available to players on and off the ball6D Be able to identify the factors that influence the decision making process6E Be able to design and coach activities to develop Tactical Prowess

Module 7: Team Play7A Review Award 1 Team Play materials7B Identify the key factors involved in and barriers to developing Team Play in

children's’ Gaelic games7C Design activities that support the development of Team Play in the context of

children7D Identify strategies to be employed to develop Team Cohesion7E Coach to solve Team Play issues

Module 8: Physical Fitness/Physical Literacy8A Revised the Award 1 Physical Literacy materials


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- Agility, Balance and Coordination in GAA context- Running, Jumping, Throwing in GAA context- Catching, Passing, Kicking and Striking in GAA context

8B Developed a series of progressions within a session8C Created a circuit for Physical Literacy development and linked this to components

of physical fitness.8D Coach to develop Physical Literacy

Module 9: Planning & Periodisation9A Develop a seasonal training programme

Module 10: Participation Feedback10A Have reviewed Award 1 material re: Participant Feedback10B Be able to conduct an analysis of a game/training session10C Be able to identify how the gathered information can be used to inform future

coaching sessions.10D Be able to implement the U Can Awards as a means of developing intrinsic

motivationModule 11: Psychological Focus

11A Have reviewed Award 1 Psychological Focus material11B Be able to differentiate between Ego and Mastery orientation in coaching11C Be able to differentiate between the needs and characteristics of the different age

groups within the child stream11D Have discussed strategies to create emotional safety and trust11E Have discussed the effects of self-esteem on a child’s behaviour11F Have identified a child’s needs at the different stages of childhood11G Have discussed methods of managing behaviour across the different stages of

childhoodModule 12: Playing Rules

12A Review the Award 1 Playing Rules materials12B Be able to identify Playing Rule modifications as per current policy12C Be able to develop coaching sessions to educate players on the Playing Rules

Module 13: Lifestyle13A Have discussed the typical Child in Gaelic games13B Be able to identify ways of actively managing lifestyle issues

- Education- Family Issues- Active/Inactive Lifestyle- Emotional Behaviour (Behaviour, Demeanour, Temperament, Independence)- Multiple Team/Sport Involvement

Module 14: Conclusion14A Review the aims of the Award 2 Course14B Review the Coach self-assessment conducted earlier in the programme14C Identify the next steps on the Coach Education Programme ladder


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AWARD 2 (YOUTH): COACHING COMPETENCIES














Module 7: Team Play7A Review Award 1 Team Play materials7B Identify the key factors involved in and barriers to developing Team Play in Gaelic

games7C Be able to identify different types of tactical ploys that have been used and

measures used to counteract these7D Coach to solve Team Play issues

Module 8: Physical Fitness8A Fitness requirement components within Gaelic games8B How each component is developed


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8C How each component is testedModule 9: Nutrition & Hydration

9A Identify the role of Energy in Gaelic games9B Differentiate between Carbohydrates, Proteins, Fats, Vitamins and Minerals9C Distinguish between Pre Training/Game, During Training/Game and Post

Training/Game nutritional needs9D Discuss the importance of hydration9E Discuss ergogenic aids within Gaelic games


Module 11: Participation Feedback11A Have reviewed Award 1 material re: Participant Feedback11B Be able to develop a Participant Feedback/Playing Facts tool11C Be able to conduct an analysis of a game/training session11D Be able to develop a team/group/individual Participant Feedback/Playing Facts

report11E Be able to identify how the gathered information can be used to inform future

coaching sessions11F Be able to identify commercially available Participant Feedback/Playing Facts

toolsModule 12: Psychological Focus

12A Have reviewed Award 1 Psychological Focus material12B Be able to differentiate between Ego and Mastery orientation in coaching12C Be able to explain the significance of the 5 C’s of Psychological Focus


12D Be able to identify mental and physical signs that Players are prepared for gamesModule 13: Playing Rules


Module 14: Talent Identification14A Explore the concept of Talent Identification in Gaelic Games and its relationship to

Schools of Excellence and Development Squads14B Be able to identify a model for talent identification14C Be able to identify key factors in relation to player performance14D Be able to interpret information generated as a result of the Talent Identification

process14E Be able to identify ‘coachability’ factors in players, and how coaches might develop

theseModule 15: Lifestyle

15A Have discussed the typical teenage player in Gaelic games15B Be able to identify ways of actively managing lifestyle issues

- Education- Work/Money- Social Scene (Drink/Drugs)- Emotional Behaviour (Behaviour, Demeanour, Temperament, Independence)


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- Nutrition/ Health- Multiple Team/Sport Involvement



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AWARD 2 (ADULT): COACHING COMPETENCIES














Module 7: Team Play7A Review Award 1 Team Play materials7B Identify the key factors involved in and barriers to developing Team Play in Gaelic

games7C Be able to identify different types of tactical ploys that have been used and

measures used to counteract these7D Coach to solve Team Play issues

Module 8: Physical Fitness


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8A Fitness requirement components within Gaelic games8B How each component is developed8C How each component is tested8D Coach to develop a component of Physical Fitness with and/or without the ball

Module 9: Nutrition & Hydration9A Identify the role of Energy in Gaelic games9B Differentiate between Carbohydrates, Proteins, Fats, Vitamins and Minerals9C Distinguish between Pre Training/Game, During Training/Game and Post

Training/Game nutritional needs9D Discuss the importance of hydration9E Discuss ergogenic aids within Gaelic games


Module 11: Participation Feedback11A Have reviewed Award 1 material re: Participant Feedback11B Be able to develop a Participant Feedback/Playing Facts tool11C Be able to conduct an analysis of a game/training session11D Be able to develop a team/group/individual Participant Feedback/Playing Facts

report11E Be able to identify how the gathered information can be used to inform future

coaching sessions11F Be able to identify commercially available Participant Feedback/Playing Facts

toolsModule 12: Psychological Focus

12A Have reviewed Award 1 Psychological Focus material12B Be able to differentiate between Ego and Mastery orientation in coaching12C Be able to explain the significance of the 5 C’s of Psychological Focus


12D Be able to identify mental and physical signs that Players are prepared for gamesModule 13: Playing Rules


Module 14: Talent Identification14A Explore the concept of Talent Identification in Gaelic Games and its relationship to

Schools of Excellence and Development Squads14B Be able to identify a model for talent identification14C Be able to identify key factors in relation to player performance14D Be able to interpret information generated as a result of the Talent Identification

process14E Be able to identify ‘coachability’ factors in players, and how coaches might develop

theseModule 15: Lifestyle

15A Have discussed the typical teenage player in Gaelic games15B Be able to identify ways of actively managing lifestyle issues

- Education


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- Work/Money- Social Scene (Drink/Drugs)- Emotional Behaviour (Behaviour, Demeanour, Temperament, Independence)- Nutrition/ Health- Multiple Team/Sport Involvement
