COACHING THE COACH APPRENTICE PROGRAM. Community Development LACROSSE

Transcription

1 COACHING THE COACH APPRENTICE PROGRAM Community Development LACROSSE

2 COACHING THE COACH APPRENTICE PROGRAM OVERVIEW Cultivating special relationships, those whose sole purpose is to help you along your path, is crucial to continuing development. Mentors...help you to discover your dreams, to understand your strengths and gaps and your impact on others, and to guide you through the steps in your learning plan. (Goleman, Boyatzis, and McKee, 2002, p. 164) Mentorship provides industry-specific methods to guide a learner, in this case, our future coaches. As an industry expert, the mentor teaches the learner, by using a bestpractices approach, how to emulate the mentor s actions and behaviours It has become quite apparent that the recruitment of new people into the coaching fraternity is becoming more difficult each year. With exception of the high performance programs, most teams have, at best, one coach who in all probability has little or no lacrosse background or knowledge. They usually have the ability to administer the program and would provide excellent assistance to someone who could supervise and provide the skills and knowledge base. One can see the different road blocks facing new coaches & players wishing to coach which amplify the task: No lacrosse background No skill level with a stick Program takes too much free time Employment or school schedule restraints Can t fit the necessary training (certification) in No visible support from the MA/AMA One could expand this list; however, it makes the point that associations need to explore possible alternatives to help alleviate the challenge of a lack of coaches. The shortage also harms the ability for athletes to receive the necessary support to learn the game, to correct their shortcomings and to receive the expected attention the athlete is entitled to. The program directly addresses some of the challenges facing associations trying to entice new people into the coaching world. The program, however, is not directed at the challenges of athlete recruitment, but it could present an image of sport to athletes and parents that would be conducive to attracting new participants at all age groups. The high performance teams, in most instances, would have two and possibly three coaches, while the lower tiers would be lucky to have one. This, of course, raises the question of how one stranded coach could possibly have time to assist in the development of his/her athletes. This program could fill that void. The high performance program administrators, along with coaching staff, have an obligation to the game. Items such as volunteer recruitment/retention process, player development goals, technical knowledge transfer, growth of the sport, to name a few, would benefit tenfold with involvement put forth by rep coaches and players.

3 The other important component in this program is the fact that we have a good group of athletes from the age of fourteen and above who would benefit from a Coach Mentor & Apprentice program. This type of program would allow these potential young coaches to assist a team under an experienced coach who has been approved as a mentor by the MA/AMA and, in some cases, the MA/AMA coaching body. The MA/AMA also has an opportunity to tie this program directly into the school system of apprentice coaches. The majority of provinces in Canada have an excellent External Sport Credits Program for students in athletic, coaching and officiating programs. The CLA s Coach Mentor and Apprentice Program would augment existing school-based programs. Potential apprentices in this program could only be utilized as Assistant Coaches under the direction of a Head Coach with no more than two (2) apprentices per team. The Head Coach receiving the Apprentice(s) would not necessarily be the Mentor. The Mentor could be a coach assigned by the MA/AMA or an MA/AMA Regional Coach Coordinator. In all probability the Head Coach who is assigned an Apprentice(s) could be a new person to the game. Therefore, it is important that the Head Coach has access to an apprentice who is being mentored by an experienced coach with an advanced understanding of the game and the appropriate skill level required to teach others to play it. Like any other technical job in the marketplace today, the Apprentice(s) would be required to fulfill certain tasks and to commit a number of hours throughout the playing year. If all these tasks are successfully completed, the Apprentice, after his second year in the program, would be granted Trained status in the Community-Development context at no cost to the Apprentice. The only cost to the Apprentice for this program would be the normal fee attached to the applicable Form 100 or registration fee assigned by the MA/AMA, and most of the time, the MA/AMA pays this fee for the coach. All participating MAs/AMAs should investigate their provincial sport bodies as to the possibility of grants which may apply to these types of initiatives. When applying for an Apprentice(s), the Local Association would be required to purchase the Community-Development coach manual package from the applicable MA/AMA.

4 COACHING THE COACH APPRENTICE PROGRAM JOB DESCRIPTIONS MENTOR Complete the mentor registration process supplied by the applicable MA/AMA. Be a Certified coach within the Competitive Introduction context. Conduct a face-to-face interview with the selected apprentice and the recipient team head coach. Ensure all parties are aware of the tasks and assignments which must be completed at specified times (timeline provided). Ensure timelines to review and assess all completed tasks contained in the Apprentice Work Plan are established. Be in possession of the recipient team schedule for casual drop-in viewing. Provide intervention when necessary. Be available for assistance when required by the apprentice or team head coach at a time acceptable by the mentor. Provide a recommendation to the MA/AMA as to the status (Pass or Fail) awarded to the apprentice at the end of his/her apprentice period. If recommendation is Fail, rationale must be provided. APPRENTICE Complete the apprentice application form and forward it to applicable MA/AMA. Applicant must be a minimum of fourteen (14) years old and a registered player in the applicable MA/AMA. Applicant must be available for a minimum of sixty percent (60%) of the recipient team s practice and game schedule. Available to attend the mentor and recipient team head coach meeting. Successful completion of all tasks outlined in the apprentice work plan as provided. Successful completion of the question bank at the end of each module once all tasks associated with the applicable module have been successfully completed. Must meet all commitments of own team. Must ensure schedule takes into account all work and school commitments. Liaise directly with the mentor for any assistance required with the program. Register on the applicable Form 100 or team registration as an assistant coach designated will the initials APP after the name. MA/AMA Recruit and produce a list of qualified mentors available for the apprentice program. Liaise directly with the appropriate authority to ensure the mentor possesses the minimum coach requirements outlined in the Coach Mentor and Apprentice Program. If necessary, provide an opportunity for the mentor to obtain the necessary coach accreditation at no cost to the mentor. Provide ongoing promotion of the Coach Mentor and Apprentice program to the MA/AMA membership and ensure the availability of the program to all levels of lacrosse.

5 Directly liaise with all mentors and their apprentice(s) ensuring that the apprentice(s) is meeting the deadlines contained in the apprentice work plan. Complete the necessary NCCP paperwork required to properly accredit a successful apprentice coach with Community Development Trained status. The NCCP paperwork must be forwarded to the Coaching Association of Canada and the Canadian Lacrosse Association. ASSOCIATION/CLUB Recruit persons who meet the requirements of a mentor and forward the names of those people to the applicable MA/AMA. Develop a list of teams requiring or requesting apprentice coach assistance. Directly liaise with the MA/AMA responsible for filling apprentice requests. Conduct timely checks on apprentice work plan to ensure compliance of the deadlines outlined in the plan. Ensure all Form 100 S and team registrations reflect the position of the Apprentice and that APP is noted immediately after the apprentice s name. Liaise with the apprentice and MA/AMA to ensure each apprentice receives the complete Community-Development Coach Manual Package. Provide professional development opportunities to the Apprentice as they arise. Ensure completed Apprentice Work Plan is forwarded to MA/AMA who will complete the necessary documentation required to have the successful Apprentice designated Community Development Trained. RECEIVING TEAM HEAD COACH Forward application to association/club requesting apprentice(s) assistance. Conduct initial meeting between the apprentice(s), the appointed mentor and the receiving team head coach to review apprentice(s) work plan and applicable timelines. Review team schedule and determine apprentice(s) schedule while ensuring all team and apprentice commitments, work and school schedules are satisfied. Review tasks and module question results in a timely manner to ensure apprentice success. Provide mentor an update on apprentice(s) progress and seek assistance from the mentor when required. Provide opportunity throughout the program for face-to-face exchanges between the apprentice(s), the mentor and receiving team head coach. If the apprentice is ending the second year of the Coach Mentor & Apprentice Program, ensure the required NCCP paperwork is completed by the apprentice and/or MA/AMA and forwarded to the appropriate body. CLA Ensure the information for the Coach Mentor and Coach Program is complete, and that applicable forms are updated and available on the CLA Website. Provide a Question Bank for each module outlined in the apprentice work plan which is kept current by the CLA Coaching Committee. Communicate and promote the program to ensure all members are aware of its existence and process.

6 COACHING THE COACH APPRENTICE PROGRAM CRITICAL PATH FIRST STEPS CLA/MA/AMA Marketing & advertisement of the program through all available means. Advertisement of the program to adults who are not yet registered with an MA/AMA. Club/Association Distribution of applications to teams requesting apprentice coach support. MA/AMA Distribution of applications for enrolment into the program to all athletes who are 14 years of age and above, who would like to become an apprentice coach and who are registered with MA/AMA. Distribution of applications to coaches wishing to act as mentors who are minimum level 2 certified or Competition-Introduction Certified. Put in place training and certification opportunities to move prospective coaches who would like to become mentors from Competition-Introduction Trained to Certified. SECOND STEP MA/AMA THIRD STEP Mentor, Apprentice, Receiving Team Head Coach FOURTH STEPS Mentor Apprentice & Mentor Apprentice FIFTH STEPS Apprentice & Mentor MA/AMA Review all applications under the program. Liaise with those teams requesting assistance and assign the designated apprentice and mentor. Establish a workable schedule taking into consideration apprentice s schedule and receiving team practice and game schedule. Completed periodic assessments of the Apprentice Work Sheet which would include a review of the tasks (in the coach manual) and signing off on those tasks successfully completed. Ensure a minimum of 50% of all tasks are successfully completed at the end of year one (1). Ensure a minimum of two (2) module question banks are successfully completed by the end of year one (1). Ensure all tasks and question banks are successfully completed at the end of year two (2) of the program. Ensure all paperwork is completed and that successful apprentice received the trained designation for Community-Development. CONGRATULATIONS ON COMPLETION OF THE COACHING THE COACH APPRENTICE PROGRAM!

7 PROGRAM PATHWAY THE ATHLETE Application + Team Schedule + Work/School Schedule THE TEAM HEAD COACH Application for Apprentice Help THE MENTOR Mentor Profile Form MA/AMA Regional Coach Representative Apprentice + Coach + Mentor Apprentice/Mentor Work Plan Review Year 1: Mentor Review & Intervention Year 2: Mentor Review & Intervention Community Development Trained Coach

8 COACHING THE COACH APPRENTICE PROGRAM APPRENTICE APPLICATION FORM APPLICANT INFORMATION Name: Parent / Guardian Name(s): Address: (only required if apprentice is 18 and under) City: Postal Code: Telephone No: Birth date: Parent / Guardian address: (if adult own address) Current School: Current Grade: MA/AMA: Box Association: Field Association: Submit to: (APPLICABLE MA/AMA PLACE OR PERSON)

9 COACHING THE COACH APPRENTICE PROGRAM MENTOR APPLICATION FORM MA/AMA: PERSONAL CONTACT INFORMATION Last Name First Name Street Address City Postal Code Address Phone (Work) Phone (Home) Phone (Cell) COACHING INFORMATION Coach Certification #: Coach Type: Head Coach Assistant Coach Association: Division: Calibre: A1 A2 B C Other DATE OF APPLICATION: MINIMUM REQUIREMENTS ALL MENTOR COACHES *Competitive Introduction Certified or Lacrosse Fully Certified Level 2 (C2) *Member in Good Standing of the MA/AMA *Endorsement of Home Association/Team *Display strong Fair Play Principles A Criminal Record Check has been completed in the last 12 months Date Date Applicant Signature Association/Team President Signature PLEASE RETURN COMPLETED APPLICATION FORM TO: MA/AMA Apprentice/Mentor Coordinator or Designate

10 COACHING THE COACH APPRENTICE PROGRAM RECEIVING TEAM APPLICATION FORM MA/AMA: TEAM COACH INFORMATION (home) Last Name First Name Phone numbers (work) Street Address City Postal Code Coach Home Association/Club Division: Number of Apprentices Requested: Caliber (please circle one): A B C D House Other MINIMUM REQUIREMENTS ALL PARTICIPATING CLUBS/ASSOCIATIONS *Member in Good Standing of the MA/AMA *Endorsement of Home Association/Club *Display strong Fair Play Principles DEADLINE: Date Date Applicant s Signature Association/Club President s Signature PLEASE RETURN COMPLETED APPLICATION FORM TO: Designated MA/AMA Place or Person Date Received:

11 COACHING THE COACH APPRENTICE WORKBOOK Community Coach Development Box Lacrosse Apprentice Name: Address: City Prov. Postal Code: Tel No: ( ) Apprentice s Regular Team: Head Coach Assigned: Assigned Coach s Signature: Submission Date: Name of Mentor: Mentor s Signature: Date: Riverside Drive Ottawa, Ontario K1H 7X5 (613)

12 Member Associations Alberta Lacrosse Association Percy Page Centre, 3rd Floor Groat Road Edmonton, AB T5M 3K6 British Columbia Lacrosse Association 4041 B Remi Place Burnaby, BC V5A 4J8 Fédération de crosse du québec 4545 av. Pierre de Coubertin C.P. 1000, Succursale M Montreal, PQ H1V 3R2 Lacrosse New Brunswick P.O. Box 6631 Sta. A. Saint John NB E2L 4S1 Manitoba Lacrosse Association 200 Main Street Winnipeg, MB R3C 4M2 Nunavut Lacrosse Association Box 373 KugluKtuk, Nunavut X0E 0E0 Ontario Lacrosse Association 1185 Eglinton Avenue E 6th Floor Toronto, ON M3C 3C6 Saskatchewan Lacrosse Association 2205 Victoria Avenue Regina, SK S4P 0S4 Lacrosse Nova Scotia 20 Tache Street Lower Sackville, NS B4C 1Y6 SUBM When submitting your workbook, please ensure you have completed the following: Part 1 Objectives from each Module Three Key Objectives Part II Enhancing Self Esteem Ethical Decision Making Athlete Centred Approach Part III Emergency Action Plan Part IV Evaluations: Coach, Player, Team Practice Plans Part V Apprentice 2 nd Year end Report

13 INTRODUCTION This Evaluation Work Book component of the Coaching the Coach Apprentice Program is one of the vehicles used to confirm the competency of an Apprentice Coach. The manuals, DVD S, Evaluation Work Book, designated tasks and individual module question banks represents the Information Gathering step and the Performing step. Successful completion of all above steps over the two year apprentice timeline will result in the Apprentice being designated as a Community Development Trained Coach in the NCCP data base. The purpose of the Apprentice Evaluation Workbook, tasks and question banks within the Community Development Coach Stream is not to determine an Apprentice s grade, but to create awareness for the Mentor as to the Apprentice s coaching strengths and weaknesses so any necessary intervention can be administered. This workbook contains templates to write: 1. One Objective from each Module. 2. Three of the most important objectives for the season. 3. Enhancing the Self Esteem of your players. 4. Ethical Decision Making Framework 5. The Athlete Centred Approach. 6. Your Emergency Action Plan. 7. Coach Self Evaluation, Player Development, and Team Performance checklists. 8. Practice Planning.* 9. The final report covering the apprentice period and an evaluation of the Apprentice Program. * It is expected that the Apprentice will be offered the opportunity during the apprentice two year process to plan out sufficient practices, although not necessarily as detailed as the example in the work book. Each of these components will require a very concentrated effort to complete. All evaluation components and tasks must be completed and reviewed by the assigned team head coach on a regular basis throughout the apprentice period, then submitted to the association designated mentor coach for periodic reviews and any necessary intervention. Immediately following the apprentice training period the evaluation components will be marked, documented and forwarded to the appropriate authority for action. NOTE: APPRENTICE COACHES WHO SUCCESSFULLY COMPLETE THE APPRENTICE EVALUATION WORKBOOK, THE TASKS AND MODULE QUESTION BANKS WILL BE TRAINED..

14 MODULE OBJECTIVES After review of the manual, list one important objective from each module you would like to accomplish. Module 1 The Game Module 2 The Coach Module 3 The Players Module 4 Technical Preparation Module 5 Mental Preparation Module 6 Physical Preparation Module 7 Planning

15 SEASON OBJECTIVES AND EVALUATION 1. Select three of the more important objectives from three different Modules. 2. At the end of the apprentice program, evaluate the knowledge you gained and indicate to what level the objectives were achieved. Objective 1: Evaluation: O Objective 2: Evaluation: Objective 3: Evaluation:

16 SELF ESTEEM 1. In your own words, write a definition of self esteem. 2. List in detail three different ways that you helped to enhance the self esteem of the assigned team players. AL DECISION MAKING FRAMEWORK

17 ETHICAL DECISION MAKING FRAMEWORK With the assistance of the assigned team head coach utilize the Ethical Decision Making Framework to describe how a specific ethical situation was handled. Step One: Establish the Facts of the Situation: Step Two: A) Does the situation have legal implications? B) Does the situation have ethical implications? Step Three: Identify possible decisions: Step Four: Identify the pros and cons of each potential decision: Step Five: Select the best option for the decision: Step Six: Design an action plan to implement the decision:

18 THE ATHLETE CENTRED APPROACH THE ATHLETE CENTRED APPROACH 1. In your own words, write a definition of the athlete centred approach. 2. What would a mentor see if he/she attended a practice where you as the assigned practice coach used the athlete centered approach? 3. Pick a specific skill and describe how it can be taught using the task, guided discovery, minor games approach to teaching, or using rules to direct attention.

19 THE EMERGENCY ACTION PLAN With the assigned team head coach review the team Emergency Action Plan and copy to the form. Review your coach manual to ensure all points have been addressed. Contact Information Attach the medical profile for each participant and for all members of the coaching staff, as well as sufficient change to make several phone calls if necessary. The EAP should be printed twosided, on a single sheet of paper. Emergency phone numbers: for all emergencies Cell phone number of coach: Cell phone number of assistant coach: Phone number of home facility: Address of home facility: Address of nearest hospital: Charge person (1st option): (coach) Charge person (2nd option): (assistant coach) Charge person (3rd option): (parent, nurse, usually on site) Call person (1st option): (parent, cell) Call person (2nd option): (parent, cell) Call person (3rd option): (parent, cell) Directions to Hospital from Park:

20 COACH SELF EVALUATION Key: 1) Met Requirements 80% of the time or better 2) Needs Improvement 3) Help! 4) Difficult to Assess During the Assigned Practices the Apprentice Coach: Controls emotions. 2. Communicates in a positive manner. 3. Gives constructive and positive feedback. 4. Gives effective and understandable instructions. 5. When assigned practice runs organized and orderly practice. 6. Keeps the players active. 7. Uses appropriate teaching progression. 8. Uses coaching methods that match the age of the players. 9. Communicates in a positive manner to parents. 10. Ensures the players use safe equipment 11. Sets the example for and promotes positive team interaction. No put downs, harassment, etc. 12. Controls the emotions and behaviour of the players in a fair & positive way. 13. Promotes positive team interaction. During the Game the Apprentice Coach: 1. Assists in maintaining an organized and discipline bench. 2. Demonstrates ethical behaviour and sportsmanship. 3. Assists in ensuring reasonable playing time for all players. 4. Controls his/her emotions regarding bad calls and injuries. 5. Assists in controlling the emotions of the players and other bench personnel. 6. Emphasizes the execution of skills and how the game is played over winning. 7. Treats officials, players & parents with respect and fairness.

21 PLAYER PERFORMANCE Key: 1) Over the two year period players of the assigned team responded to the skill teachings 80% of the time or better 2) Players positive responses needs improvement 3) Help! 4) Difficult to Assess The Players: Are attentive during demonstrations. 2. Respond positively to the apprentice coach. 3. Enjoy the practices. 4. Enjoy the games. 5. Attempt to follow the direction of the apprentice coach. 6. Follow the rules to the best of their abilities. 7. Uses appropriate teaching progression. The Team: Acted like a team. 2. Developed the motion offence in practices. 3. Developed the motion offence in games. 4. Exercised emotional control during games. 5. Developed the soft hands technique. 6. Used self talk during practices and games. List other coaching competencies that you think should be included in the apprentice program PART IV PRACTICE PLANNING

22 PRACTICE PLANNING The following is a guide for learning how to plan practices and is the vehicle for learning how to teach. Give a person a fish and you will feed him/her for a day; teach a person to fish and you will feed him/her for a lifetime. GOAL To develop players who: Are independent and able to perform without a coaches support Can make wise choices from all the feedback and input received Feels responsibility and ownership over their learning Can function without the coach at their side and learns to be independent OBJECTIVES To plan practices that are safe and highly structured while, at the same, allowing for the choice and freedom of the player by: Allowing for choice Encouraging input from the players by asking: How they feel? What they think? What they want to do? Allowing time for the players to explore several options and come to understand for themselves why some options are more effective than others Valuing and responding to each player s input Encouraging players to try feedback that they receive, and asking questions when they do not APPLICATION Drills are an important part of teaching lacrosse. However, there are several aspects of teaching drills that have not been addressed. If learning is intuitive and best accomplished when the player has control: What happens in a drill where the coach has control? What are the players learning? Where do drills fit in the four step learning process outlined in the Community Coach Development clinic? When should drills be used? Drills are used in the gathering of information portion of the four step learning process. Gathering information (on a skill) Making decisions (about how to perform a skill) Performing (a skill) Evaluating performance (of a skill)

23 They are used to program habits or to memorize information so that the information or skill can be used automatically. Unfortunately, most coaches think they are teaching lacrosse when they are running drills. They are not: they are teaching players how to run a drill. The skills of team games are performed in an open setting, which means they are never repeated in exactly the same way because of the changing conditions. Drills constitute a closed setting that leads players to think about skills in the opposite way they are to be used. Once the players can perform the skills or plays as instructed in the drill, they should use the information from the drill in minor games. How long should this go on? When coaches see the practices behaviour in a formal game. The reason is that players need time to recognize when and how to use the skill or concept in a constantly changing environment. Once players try something, they need to do the evaluation and then have the opportunity to try again. In other words, players need time to experiment and therefore to learn. When scrimmaging, stop the action when players miss the opportunity to execute the skill or the play being taught: Let individuals walk through the correct responses. Set up a drill to mimic the game situation that is causing the problem when the players do not respond. The problem is not that the players do not know what to do: it is just that the complexity of full scrimmages or games interferes with the players ability to concentrate. In other words, coaches must develop a progression of events through which players can gradually increase their level of concentration, and then allow them enough time and repetition to make it happen. Also, the understanding of a concept or the development of a skill can be much faster when the players can set their own goals, organize their own games and evaluate the outcomes. Coaches who carefully study and master these methods of facilitating learning can expect: Any drill can become a better teaching tool when you add passive then full defence. Drills then become GAMES and the players begin the SELF DISCOVERY phase of becoming Lacrosse Players. In liaison with the assigned team head coach create two practice plans in each apprentice year (total four (4)) from the following choices: A. After a recent game that the team had trouble picking up loose balls. B. After a recent game that the team had many missed passes. C. After a recent game that the team had several breakdowns on defence. D. After a recent game that the team were unable to get many scoring chances.

24 Use any drills shown to you by your mentor or that you know already. Do your best to explain them in detail or give yourself reminders that will trigger your memory. Attempt to make the drills flow and go from easy to challenging. Always consider the age and skill level of your team. Focus your attention on the portion of the practice following the stretch and warm up period and previous to your cool down. P

25 Date: Time: Location: Purpose of the practice: Reminder: Objectives: Time Activity or Drill Key Elements Warm up: Skill Development: Skill Practice: Fitness: Cool down: Evaluation Things to work on

26 Date: Time: Location: Purpose of the practice: Reminder: Objectives: Time Activity or Drill Key Elements Warm up: Skill Development: Skill Practice: Fitness: Cool down: Evaluation Things to work on

27 Date: Time: Location: Purpose of the practice: Reminder: Objectives: Time Activity or Drill Key Elements Warm up: Skill Development: Skill Practice: Fitness: Cool down: Evaluation Things to work on

28 Date: Time: Location: Purpose of the practice: Reminder: Objectives: Time Activity or Drill Key Elements Warm up: Skill Development: Skill Practice: Fitness: Cool down: Evaluation Things to work on

29 SELF AND PROGRAM EVALUATION Step 1 Use the following points to evaluate the Coaching Objectives you wrote (page 5). Was the objective achieved? To what degree? What could have been improved upon? What went better than expected? What new idea did you get? STEP 2 Write a general summary of the Program List any accomplishments What will you do differently as a result of the program? STEP 3 Review the Coach Self evaluation and Player Performance checklists in this workbook (pages 11 12) at the end of year one to see what needs to be reviewed and prepared for in year two of your program.

30 STEP 4 Evaluate the Coaching the Coach Apprentice Program What helped you the most? What changes or additions would you like to see made?

31 Action Card Date: Location: ACTIONS: I intend to STOP I intend to CONTINUE I intend to START

32 GREAT IDEAS: New ideas in coaching from this program For coaching tips and more information about coaching workshops, visit the Coaching Association of Canada website at:

33 COACHING THE COACH APPRENTICE WORK SHEET & PROGRESS REPORT Module Page Number Task Outline Date Completed Mentor Sign-Off Sig. Module 1 1-9/1-14 Fill in diagram pg. 1-5 Conduct inspection of players sticks Assist with pockets & strings Date Sig 1-15/1.19 Assist head coach with inspection of all player's equipment Date Sig Pg 1-20 Ensure you are familiar with the rules & know which ones you can control through correct defensive skills Date Sig Pg 1-24 Complete task 3 Date Sig Pg Understand all terms in the glossary Date Sig NOTE: Apprentice must complete the online Community-Development question bank for Module 1: The Game Module 2 Pg 2-2 Task #1 develop list & then liaison with mentor to develop list & understanding of task 2 Date Sig Pg 2-7/12 Read all pages & arrange to meet with mentor to complete all tasks 3-7 Date Sig Pg 2-14 Complete task 8 Date Sig Pg 2-15 Complete task 9 & 10 Pg 2-18 Complete tasks 11 & 12 Date Sig Pg 2-22 Print off page and forward to one parent & copy response to your manual Date Sig Pg 2-26 Complete task 13 Date Sig Pg 2-27 Complete Questionnaire Date Sig Module 3 Pg 3-13/14 After review of pgs 3-2 to 3-12 complete tasks 1 and 2 Date Sig Pg 3-15/16 After review of appendices B & C complete tasks 3, 4 & 5 Date Sig Pg 3-17 Complete task 6 Date Sig Pg 3-25 Complete task 9 Date Sig Pg 3-30 Complete task 11 Date Sig Pg 3-33 Do a inspection of the primary facility utilized by the team Date Sig Pg 3-39 Work with assigned team head coach and complete EAP Date Sig NOTE: Apprentice must complete the online Community-Development question bank for Module 3: The Player Module 4 Module 5 Pg 4-3 After review of pg 4-2 select a basic skill & complete the plan Date Sig Pg 5-6 Complete task 1 Date Sig Pg 5-8 Complete task 2 Date Sig Module 6 Pg 6-9 Complete task 1 Date Sig Pg 6-13 Complete task 3 Date Sig NOTE: Apprentice must complete online Community-Development question bank for Module 6: Physical preparation Module 7 Pg 7-3 If you where in charge of setting up a team, fill in your team duties you would assign Date Sig Pg 7-13 With your assigned team coach design an early season practice Date Sig Pg 7-21 Complete task 3 Date Sig Note: Apprentice must complete the online Community-Development question bank for Module 7: Planning.