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Coaching Special Olympics Athletes Study Guide

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Coaching Special Olympics Athletes Study Guide
Coaches Education
Coaching Special Olympics
Athletes
Please use this document when taking the CSOA test
on our Web site.
Mental, physical, and social
conditions influence participation
Coaches need to be aware of these aspects
to understand the athletes better and to
design appropriate coaching programs that
meet each of the athletes’ needs.
Psychological Considerations
Motivation -
Helping athletes maintain interest
May have shorter attention span; harder to keep
independently “on task”.
May be motivated more by short-term rather than
long-term goals.
May learn better with more frequent positive
reinforcement.
Perception
- Helping athletes take in information
about the sport they are learning
May have impairments in sight or hearing.
May have difficulty focusing attention on the
appropriate object or task.
Psychological Considerations
Comprehension - Helping athletes understand the sport in
which they are participating
May find it difficult to understand purely verbal
explanations of new skills. Often find it easier to learn
through visual demonstrations and physical prompts.
May have difficulty in understanding complex, multi-part
actions or explanations.
Often take a longer time between learning one piece of
information and the next (learning plateau).
Less able to generalize skills learned in one situation to a
different situation.
Memory - Helping athletes remember and perform the skills
they have learned
May need frequent repetition and reminders in order to
remember a concept or a skill.
Medical Considerations
Down Syndrome: athletes with DS
are at increased risk for:
– certain breathing problems
– digestive problems
– childhood leukemia
– hearing loss
– infections
– vision disorders
Medical Considerations
Atlanto-axial instability: orthopedic condition
found in approximately 12%-22% of individuals
with Down syndrome.
There is a misalignment of the 1st and 2nd
cervical vertebrae which could cause permanent
damage to the spinal cord during hyperflexion or
hyperextension of the head and neck.
Contraindicated activities:
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Butterfly stroke in aquatics
Pentathlon
Soccer
Equestrian sports
Diving
Artistic gymnastics
Diving starts
Alpine skiing
Medical Considerations
Intellectual Disability
Definition: the American Association of Mental
Retardation defines a person as intellectually
disabled when the following 3 criteria are met:
– cognitive level (IQ below 70-75)
– significant limitations exist in two or more adaptive skill
areas
– the condition is present from childhood on (age 18 or
less)
Social Considerations
Typical social skills
– May lack social or adaptive skills due to lack of
opportunity
– Communication and positive interactions with
others
Physical recreation at home
– May not have a physically active home life
– May not be encouraged to participate in
recreation with family and friends
Economic status
– May not have the financial means to participate
in sports, purchase equipment, etc
– May not have access to independent
Athlete Behavior
Strategies to Improve Learning
Learning occurs at a slower rate
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Provide structure
Provide repetition and review
Break skills down into smaller parts
Short attention span
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Train for short periods of time
Provide repetition & review (key to gaining
new skill)
Work one-on-one (gain full attention)
The Coach
The successful Special Olympics coach:
Is sports and coaching knowledgeable
Is Special Olympics knowledgeable
Recruits and trains assistant coaches
Provide a safe training and competition program
Assist athletes in becoming integrated into the
overall community
The Coach
The successful Special Olympics coach
also:
Recruits athletes
Offers activities for all abilities
Puts a priority on safety
Conducts high-quality training and
competition
Training Program
To maximize time, it is vital that written
plans and programs be developed. They
are necessary to chart athlete
development and to keep on target
There are a variety of levels of instruction
and assistance that can be provided to
athletes to facilitate learning, skill
development, and competition success.
Each coach needs to address each athlete
individually.
Preparation
Assessment
Review
Goal Setting
PostSeason
Culminating
Competition
PreSeason
Season Plan
In-Season
Training and
Competition
Preparation
Assessment
Conducting a pre-season skills assessment:
– Helps to evaluate and measure an athlete’s level of
fitness and skills
– Helps in making an appropriate selection of a sport or
event within a sport
– Helps in setting appropriate goals for the season
– Helps in tracking progress and measure the
effectiveness of training
– Provides a valuable record when an athlete moves on to
a new coach.
Skills Assessment Tests can be found in the
Official Special Olympics Sports Rules for team
sports
Preparation
Goal setting
Set specific goals for each athlete
(variation in levels of fitness and mental
and physical abilities)
Involve each athlete in individual and
team goal-setting
Goals need to be readily attainable, shortterm, and easily understood (concrete and
specific)
Organizing a Special Olympics
Training Session
There are four components of a typical training
session:
1.
Warm-up and stretching
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Time is precious and skills repetition vital. Warm up in a
way specific to the sport. For example, dribble a
basketball while jogging as opposed to just running.
Where athletes have difficulties with balance, use
stretches that can be done while sitting, lying down, or
leaning against a wall or partner.
Involve athletes in leading the exercises; coaches are
then free to circulate to directly assist others who need
help.
Teach a simple routine that athletes can repeat at home
and at competition.
Organizing a Special Olympics
Training Session
2.
Skills instruction
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Use drills and activities that involve many athletes at
all times.
Practice skills in situations that are related to the
game or event.
Break skills down into small steps.
Make sure an athlete is looking at you when making a
coaching point. You may have to physically prompt
them to look at you.
Verbally reinforce the athlete immediately after a
desired action. Make the reinforcement specific to skill
improvement.
Use consistent and descriptive “key words”. For
example: “Reach for the sky.”
Use appropriate levels of assistance for each athlete verbal, visual (demonstration), physical prompt,
physical assistance. Gradually reduce physical
assistance in favor of simple cues and eventually no
prompting at all.
Organizing a Special Olympics
Training Session
3. Competition experience
– Provide a realistic competition experience
during each practice in order to improve
confidence and performance under the
pressure of real competition.
– In team sports help athletes to understand
game concepts by providing immediate and
concrete feedback. During scrimmages or
practice games, stop the play to help athletes
recognize critical situations and learn how to
react successfully.
– Emphasize the value of enforcing the rules
during training and underline how this helps
prepare athletes for participation in community
Organizing a Special Olympics
Training Session
4. Cool-down and stretching
– Having athletes do light jogging and then
stretches of the major muscle groups will
prevent cramps and soreness and increase
flexibility.
– This time is good for recapping the main
themes of the training session, rewarding
athlete performance, and talking about the
next competition or training session.
Preparing for Competition
Complete all registration information and
qualifier paperwork
– Athletes must complete and submit the SONC
Athlete Participation Form (APF) before the start of
the training season
– APF must be available on site in case of
accident/injury
– Coaches should assist with qualifier registration by
giving input to their local coordinator
Official competition rules
– Teach your athletes the rules and, during training,
phase out your verbal reminders about rules. At
competition, coaches may have little or no
opportunity to assist athletes when they are not
following the rules.
Preparing for Competition
Supervision
– Discuss the challenges associated with
participating in competition away from home,
and why adequate, non-coaching support
personnel are needed.
Transportation
Lodging (need for same-sex supervision)
Social activities
Coaches meetings (who will supervise athletes during
these?)
Multiple events to supervise, awards ceremonies, etc.
– Design a supervision worksheet with the
essential elements covered.
Preparing for Competition
Travel and overnight
– Discuss overnight concerns with parents or
group-home supervisors.
– Write up a simple checklist of items to bring
and distribute to athletes and parents
(equipment, money, personal items, etc.).
– Make sure that all special medication needs
are understood. Coaches may have to assist
with handling medications. Have all medical
forms and information readily available at all
times.
– Work out the most effective rooming
arrangements, taking into account athlete
choice, behavioral and personality clashes,
Competition-Day Coaching
Guidelines for success:
Teach responsibility and independence. Assist
athletes in:
– Dressing appropriately
– Understanding what is happening at the competition site
– Maintaining a focused attitude and appropriate behavior
– Eating correctly and drinking sufficient water
Arrive early at the competition site. Allow time for:
– Putting on uniforms
– Warm-up and stretching routine
– Focusing on the competition
Competition-Day Coaching
Guidelines for success:
Coach athletes to put in their maximum effort in
preliminary divisioning heats or games.
– Applying the “honest-effort” rule from the Special
Olympics Rules book
– Honest Effort Rule: athlete or team must competed with
maximum effort in preliminary and/or divisioning rounds
During competition, let athletes compete without
direct supervision.
– Not running down the side of the track shouting
instructions
– Allowing the competition officials to conduct the
competition
– Allowing athletes to make mistakes and helping them
learn from their mistakes
Competition-Day Coaching
Guidelines for success:
If you think there is a valid reason to protest the
outcome of a competition, do so in a calm manner,
following the official guidelines.
– Not involving athletes in disputes with competition
officials
Help athletes deal graciously and realistically with
winning and losing (including disqualification).
– Focusing on effort made
– Recognizing accomplishments and new skills that were
performed
– Taking something positive away from every experience
Putting it all together
TRAINING is the key
COMPETITION is the means
Skill, confidence, courage, and joy are the
OUTCOMES
Better preparation for life is the GOAL
Lifelong skills and increased independence
are the RESULTS
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