sports coach UK Workshop –
Tutor Notes

How to Coach Disabled People in Sport

Second edition, June 2013

This tutor pack is only to be used by sports coach UK tutors accredited to deliver this workshop. Should you be unsure as to your accreditation status, please contact the sports coach UK Workshop Booking Centre.

 The National Coaching Foundation, June 2013

sports coach UK is the brand name of The National Coaching Foundation and has been such since April 2001

This pack is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior permission of the copyright owner.
Enquiries should be addressed to Coachwise Ltd.

Author: Ian Stafford

Editor: Laura Graham

Sub-editor: Helen Bushell


sports coach UK
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Off Amberley Road
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Tel: 0113-274 4802 Fax: 0113-2319606
Email:
Website:
Patron: HRH The Princess Royal / Produced on behalf of sports coach UK by

Coachwise Ltd
Chelsea Close
Off Amberley Road
Armley
Leeds LS12 4HP
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Email:
Website:

sports coach UKwill ensure that it has professional and ethical values and that all its practices are inclusive and equitable.

Workshop Overview

This workshop has been developed to provide an introduction and offer guidance to any coach involved with disabled people in sport.

At the end of the workshop, delegates will be:

  • aware of disability in sport and how to include disabled people
  • able to support the adaptation of appropriate coaching activities
  • aware of effective coaching environments.

The workshop is designed to be practical in nature and offer delegates the opportunity to apply the information they have learnt to their own coaching practice.

Tutors are recommended to:

  • bear in mind the practical nature of the workshop
  • try to involve delegates in the practical aspects of the workshop
  • refer delegates to the supporting resource for additional information where necessary.

The table overleaf outlines a suggested route through the workshop. This is not prescriptive, and tutors are advised to adjust the structure, timing allocations and focus in accordance with:

  • the experience and knowledge of the group
  • the needs of the group
  • their own experiences
  • the facilities available.

Notes:

sports coach UK workshop – Tutor NotesHow to Coach Disabled People in Sport

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Workshop Overview

Section / During this section of the workshop, delegates will:
ONE
Introduction
(15 minutes) /
  • be welcomed to the workshop
  • be made aware of the workshop outcomes
  • be advised that this workshop environment is a safe place to express their thoughts and feelings openly, but where thoughts can be challenged positively

TWO
Outcome 1:
Understanding disability in sport
(15 minutes) /
  • describe how and why disabled people participate in sport
  • recognise the importance of planning for individuals during coaching sessions
  • discuss the differences between models of disability and their impact on coaching practice

TWO
Outcome 2:
Including disabled people in sport (communication)
(20 minutes) /
  • explore effective communication methods
  • recognise essential health and safety issues

THREE
Outcome 3:
Support the adaptation of appropriate coaching activities
(50 minutes) /
  • discuss different types of adaptations to their coaching practice
  • explore basic safety principles
  • identify examples of good practice from their own coaching experience and know why they constitute good coaching practice

FOUR
Summary
(15 minutes) /
  • check they have achieved the workshop outcomes
  • identify action points for their own coaching.

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Section One: Introduction (15 minutes)

Coaches will be able torelate to other group members and recognise the workshop outcomes.

Suggested Delivery Method

/

Indicative Content

/

Supporting Resources

Welcome the group and provide relevant information about the venue.
Present the workshop outcomes.
Provide details of the workshop structure, delivery procedures and supporting resource.
Run an ice-breaking activity if appropriate.
Devise and agree ground rules for the workshop with the group if appropriate. / Health and safety procedures (eg fire exits, fire alarm procedure) and domestic arrangements (eg toilets, refreshments).
Workshop outcomes.
Sport/coaching interests and background.
Each delegate is welcomed to express their thoughts and feelings openly. These thoughts can be challenged positively by other delegates and the tutor. / Slide 1
Slide 2
How to Coach Disabled People in Sport(HCDPS) resource

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Section Two: Outcome 1 (15 minutes)

Delegates will be able to understand disability in sport.

Suggested Delivery

/

Indicative Content

/

Supporting Resources

Explain the medical and social models of disability.
Group discussion on the medical and social model practices in delegates’ own clubs/facilities. / The social model should be adopted. Understanding this will help a coach’s approach to coaching disabled people.
Recognise the importance of acknowledging and planning for individual differences. / Slide 3
Activity 1
In groups of three or four, identify the main reasons that disabled people might give for taking part in sport.
Split the delegates into two groups.Using a flip chart:
  • group 1 lists reasons for non-disabled people getting into sport
  • group 2 lists reasons for disabled people getting into sport.
Compare lists. (They should be the same.) / Describe how and why disabled people participate in sport.
The reasons for disabled people getting into sport are the same as non-disabled people. / Flip chart andpens

Section Two: Outcome 2 (20 minutes)

Delegates will be able to include disabled people in sport (communication).

Suggested Delivery / Indicative Content / Supporting Resources
Activity 2
Ask the group what their main methods of communication are. How would these change when coaching disabled people?
Divide the delegates into four groups. Ask them to list the main communication methods used when coaching disabled people.
Record on flipchart.
Present Slide 4, reinforcing key points made by each group.
Discuss the key principles of communication and effective communication with disabled people. / Verbal and non-verbal communication.
Understand the key communication issues. / HCDPS resource (pages 5–14)
Flipchart and pens
Slide 4
Slide 5

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Section Three: Outcome 3(50 minutes)

Delegates will be able tosupport the adaptation of appropriate coaching activities.

Suggested Delivery

/

Indicative Content

/

Supporting Resources

Activity 3
Explain the Inclusion Spectrum.
Discuss within the group different activities for each category of the spectrum, for each of their sports.(Split into two groups if appropriate andask them to feed back.)
Alternatively, split delegates into four groups, give them each a section of the Inclusion Spectrum (open, modified, separate, parallel) and ask for examples from each section. / The Inclusion Spectrum.
Elements from this exercise should feed into the next section on STEPS. / Slide 6
HCDPS resource (pages 20–21)
Activity 4
In small groups (as before), list the main things that coaches can modify/adapt when working with disabled participants and provide some examples.
(SeetheDavies Sports website– – for more ideas on adapted equipment.)
Explain the STEPS concept.
Ask groups to look at their list and group things under the STEPS headings. / Examples of possible modifications/adaptations:
  • different balls
  • weights
  • textures
  • space.
Understand and be able to implement the STEPS concept:
  • Space
  • Task
  • Equipment
  • People
  • Speed.
/ Slide 7
HCDPS resource (pages 22–23)
Explain that safety is a concern for all coaching sessions, but there maybe extra considerations when coaching disabled people (eg the law requires a greater duty of care).
Present Slide 9 to identify different health issues for all participants and disabled participants.
Emphasise that this is not an exhaustive list.The main point here is speak to the individual/parent/carer to identify the best approach. / Outline the basic principles required to ensure safe coaching practices:
  • adequate rest periods
  • susceptibility to heat/cold
  • skin and soft tissue damage
  • space.
Outline health issues:
  • diet
  • shin splints/stump abrasions
  • cuts and bruises/pressure sores
  • sunburn/sensitivity
  • eye protection/vision.
/ HCDPS resource (pages 25–27)
Slide 8
Slide 9
Activity 5
Form groups of delegates from the same/similar sports or, if not possible, same disciplines (ie team, racket etc). Ask them to consider what scenarios might arise within their sports in relation to disabled people and ask them to identify how they might adapt their delivery of a coaching session to effectively include disabled people.
If all groups finish quickly, coordinate feedback and then allow each group to consider a second scenario. / Be able to adapt/modify coaching sessions in practical scenarios with awareness of an individual’s impairment. / HCDPS resource (pages 5–14 and 22–24)

Section Four: Summary (15 minutes)

Coaches will be able to check they have achieved the workshop outcomes.

Suggested Delivery

/

Indicative Content

/

Supporting Resources

Highlight that further information can be obtained by the relevant disability organisation and/or governing bodies of sport.
Draw attention to the sports coach UKworkshops‘Inclusive Coaching: Disability’and’An Introduction to the Fundamentals of Movement’workshopsfor the next steps in coaching disabled people / Identify where to obtain further information.Draw attention to the ‘Disability Contacts for the UK’ list, which can be found in the Resource Bank on the sports coach UK website – / HCDPS resource (pages 29–34)
Summarise the content of the workshop and the challenge posed by coaching. Using Slide 10, revisit the workshop outcomes and briefly establish understanding (through questioning and identifying the key information the group has gained).
Encourage each delegate to produce an action plan to integrate key issues. / Summarise content and key learning points. / Slide 10

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