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| Feature | No.65 October 2013 |

Developing Physical Literacy through Coach Education: A Northern Ireland Perspective

Tandy J Haughey, Mr. Gavin Breslin, Mr. Simon Toole & Ms. Melanie McKee

Abstract

The Lifelong Involvement in Sport and Physical Activity (LISPA) model and physical literacy (PL) havebeen endorsed by Governing Bodies (GBs) in Northern Ireland through the alignment of their policies and programmes accordingly. The importance of lifelong participation in sport and physical activity for health, and the impact that LISPA has made on the development of PL in childhood are important for coach education in Northern Ireland. The following discussion will include; i) a review of research conducted with GBs to determine their inclusion of PL into existing coaching programmes; ii) the outcomes of a pilot programme for the development of PL; and finally iii) a review of Activ8 Wildcats a PL programme that up skills coaches in the community. In view of the fact that the concept of PL was new to most of the coaches it was decided to focus, initially, on just one element of this capability, being physical competence as the introduction to the work. The affective elements of the concept, particularly motivation and confidence, were incorporated where this was felt to be appropriate.

Introduction

One of the many opportunities for developing children’s PL is through sustained participation in programmes delivered by governing bodies/branches of sport (GBs), which may take place within school, club and community settings. ‘Sport Matters’ The Northern Ireland Strategy for Sport and Physical Recreation 2009- 2019 (Department of Culture, Arts & Leisure, 2009) supports the development of PL through coaching. In recent years GB’s have been encouraged to follow the Long-Term Athlete Development (LTAD) model, (Balyi 2004), when designing and implementing their participant and coaching development strategies. Since 2006, Sport Northern Ireland (SNI), the leading public body for the development of sport in Northern Ireland (NI), has worked to evolve the LTAD model into the LISPA model to incorporate sports participation for all individuals. The LISPA model and PL have received endorsement from GB’s through the alignment of their policies and programmes accordingly. The importance of lifelong participation in sport and physical activity for health, and the impact that LISPA has made on the development of PL in childhood, indicates a need to provide additional opportunities for children and young people to be active and develop the movement competence or fundamental movement skills (FMS) associated with PL (SNI, 2011). The following discussion will include; i) a review of research conducted with GBs to determine their inclusion of FMS into existing coaching programmes; ii) the outcomes of a pilot programme for the development of FMS; and finally iii) a review of Activ8 Wildcats an FMS programme that up skills coaches in the community.

Review of GBs’ Incorporation of PL in Participant and Coaching Strategies

The aim of the review was to highlight the extent to which GB’s have incorporated LISPA and FMS into their participant and coaching development model/strategies, and how this is evidenced through the delivery of grass roots participation programmes aimed at developing children’s FMS in club and community settings. From the review, which consisted of a survey and focus groups being conducted with GB leaders and coaches (Haughey and Breslin, 2010), it was apparent that a significant amount of work had been achieved by GBs in NI to develop FMS in children through structured, professionally driven and evaluated movement skills programmes. However, the study highlighted the need for further training and support and sharing of information across GBs. To further facilitate the delivery of FMS, coaches considered that learning from others across sports, sharing of resources online, visiting other settings (e.g. school), observing coaches deliver a practical session, using peer supported learning and being aware of the curriculum being delivered in schools were all valuable. A co-ordinated approach was recommended for a wide range of stakeholders in education, sport and health when determining the design and evaluation of existing and future FMS programmes. To address the need for more FMS training for coaches, a pilot training programme was recommended and subsequently delivered.

Pilot Children’s Coach Development Programme

While there is a general consensus surrounding the role of multi-skill clubs (Morley, 2009) and the environment they create in contributing to the development of PL in children (Bailey, Collins, Ford, MacNamara, Toms and Pearce, 2010), current understanding of coaches’ views in a multi-skill environment is not known. Lyle (2008) described the emergence of the multi-skill coaches as the most significant coaching development in recent years, reinforcing the need to focus research around this area. Therefore, a pilot FMS coaching programme was developed for club based coaches. Three sports, canoeing, Gaelic football and netball, were selected (from thirty-three funded by SNI) to participate in the pilot programme. The programme aimed to enhance the knowledge and understanding of the coaches involved in the programme on the ‘how to’ develop FMS of all participants involved in their sessions. The focus of the programme was the development of FMS, in addition to incorporating the 5C’s of competence, confidence, connection, character and caring, and creativity (scUK – Coaching the Whole Child, 2010) which begin to look at the affective elements of PL. Key learning from this pilot would assist the future implementation of a specialist training course to enhance the promotion of PL within the sports sector in NI.

An evaluation of the pilot programme, commissioned by SNI, was conducted by the University of Ulster (Haughey and Breslin, 2012). The evaluation consisted of interviews and observations of sessions with the coaches and coach mentors on programme completion. The interviews indicated a lack of understanding from the coaches of what the term PL means. Although understanding of FMS was demonstrated, the term PL was less understood. When the term was described, volunteer coaches believed it was an important area for development. Observations of the coaches delivering a coaching session to children illustrated the need for continued support for club coaches to develop FMS to ensure transfer of learning from the programme to practical coaching. From a mentor’s perspective, there were a number of barriers to the introduction of FMS into coaching sessions which included: i). Parents or other coaches asking why they are doing it as it is not sport specific ii). Coaches may aim to include all of the fundamentals in one session which may be too much with the intended focus of the session being lost and finally iii). Time/personnel constraints, i.e. if the only coach trained in the fundamentals is not in attendance then the session is likely to revert back to sport specific sessions. Collectively, these findings suggest there remains a need to provide CPD sessions and/or educational pamphlets clarifying FMS and PL, what the terms mean and how this can be introduced into traditional coaching sessions.

Efforts have been made by some GBs to tailor the Children’s Coach Development coaching programme to their sport, so that links can be readily made between FMS and the sport. With the support of SNI, two GBs (Canoe Association NI and Ulster GAA) have taken steps to develop sports specific resources and innovative videos to supplement learning for coaches during and following the Children’s Coach Programme. The aim of these resources is to assist coaches to integrate FMS in the sport specific setting. While many coaches have been able to obtain knowledge relating to FMS through generic modules, this integration into the sports specific setting has remained a challenge to date. Another programme in NI currently promoting PL is the Activ8 Wildcats programme.

Activ8 Wildcats Clubs are multi-skills club which operate throughout NI by local council sports development units. These clubs offer young people the opportunity to participate in sessions that actively promote the development of movement skills in a non-sport specific setting. These clubs are essential to the enhancement and development of FMS within the community setting. A series of coach development needs have been identified within the programme through a needs analysis process, supplemented by more in-depth questionnaires, focus groups and session observations (Toole, 2011). Prominent development needs identified by this coaching population relate to the coaches’ knowledge and understanding of child development, specifically development of skill acquisition in younger children from FMS to sports specific skills (SSS) and motivating and communicating with children.

Informed by the needs identified by the coaching community, a series of interventions have been developed, implemented and piloted. Formal, non-formal and informal support for coaches involved in delivery at this level via; delivery of a suite of scUK Fundamentals of Movement workshops (x4), roll-out of the 1st4Sport Multi-skills Development Level 2 qualification, co-coaching opportunities, observation and mentoring including video-based self-reflection and the development of a programme specific coaches resource (Activ8 Wildcats Resource) and associated coach orientation of this resource (Lara-Bercial, 2012). The Activ8 Wildcats resource has been designed to support coaches in terms of understanding the needs of participants within their programmes. In addition, to enhance the profile of children’s coaching and support the development of coaches, SNI host an annual NI Children’s Coach Development seminar. This event involves leading coach developers in the children’s coaching domain delivering a programme of development opportunities for both paid and volunteer coaches.

Conclusion

Programme development and consequential research conducted in NI over the last decade has gained a better understanding of the workforce in predisposing, enabling and reinforcing coach practice to develop the FMS of children and young people. There has been a positive influence and impact on the development of those involved in coaching as there have been opportunities for the coaching workforce to develop their skills to promote FMS and subsequently PL. For example, there has been the development of pedagogy for fundamentals through programme development (Children’s Coach Development, Activ8 Wildcats, scUK Coaching the Whole Child and 1st4Sport Level 2 Multi-Skills Development in Sport) which is the driving force for coaching development in NI. However, there are challenges ahead including the need to effect attitudinal and behavioural changes amongst all stakeholders involved in promoting physical activity, which will demonstrate an understanding and appreciation of the need to develop PL throughout the life course. The transition of coaching style from one that is directive in skill/drill like activities to one that is more creative, and which guides and empowers all participants will be vital to the development of this area. A coordinated approach and acknowledgement of what each sector (education, sport and health) can provide to the development of FMS and subsequently PL will only enhance future developments in this area.

References

1. Bailey, R., Collins, D., Ford, P., MacNamara, A., Toms, M., and Pearce, G. (2010) Participant Development in Sport: An Academic Review. Leeds: Coachwise Ltd.

2. Haughey, TJ., Breslin, G., and Brooks, R. (2011) Review of Physical Literacy Programmes Delivered through Governing Bodies. Belfast: Sport Northern Ireland.

3. Haughey. TJ., and Breslin, G. (2012) Evaluation of Sport Northern Ireland’s Activ8 Pilot Projects ; Eatwell, Coaching Children and Young Leaders. Belfast : Sport Northern Ireland

4. Lara-Bercial, S. (2012) Activ8 Wildcats Club Coaches Resource. Belfast: Sport Northern Ireland.

5. Lyle, J. (2008) “Sports Development and Coaching”. In Hylton, K., and Bramham, P. Sports Development Policy, process and practice. London: Routledge.

6. Morley, D. (2009) “Multi-skills: Contexts and Constraints”. Physical Education Matters. 4, 3, 19-23.

7. scUK (2010) Coaching the Whole Child. Leeds: Coachwise

8. Sport Northern Ireland. (2009) Sport Matters: The Northern Ireland Strategy for Sport and Physical Recreation 2009 – 2019. Belfast: Department of Culture, Arts and Leisure.

9. Sport Northern Ireland. (2011) Get Active – Stay Active: Children and Young People. Belfast: Sport Northern Ireland.

10. Toole, SR. (2011) The Multi-skills Experience: An investigation of knowledge, understanding and coaching application within Activ8 Wildcats Clubs. Belfast: Sport Northern Ireland

11. 1st4Sport. (2011) Level 2 Award in Multi-skills Development in Sport: Qualification Specification. Leeds: Coachwise Ltd.

Contact

Tandy Jane Haughey
Ulster Sports Academy, University of Ulster
Jordanstown, Belfast
BT37 OQB
United Kingdom
Email: tj.haughey@ulster.ac.uk

http://www.icsspe.org/