FEI Fédération Equestre Internationale

Transcription

1 FEI Fédération Equestre Internationale Introduction to Coaching Course With the kind contribution of the Equestrian Federation of Ireland and the National Coaching & Training Centre, University of Limerick, Ireland, towards the development of equestrian sport worldwide. ALL RIGHTS RESERVED NO PART OF THIS PUBLICATION MAY BE REPRODUCED, STORED IN A RETRIEVAL SYSTEM, OR TRANSMITTED IN ANY WAY OR BY ANY MEANS, ELECTRONIC, MECHANICAL, PHOTOCOPYING, RECORDING OR OTHERWISE, WITHOUT THE PRIOR PERMISSION OF THE FEDERATION EQUESTRE INTERNATIONALE

2 Table of Contents Pages 1. Introduction to Coaching Introduction to Coaching Personal Profile How to plan a coaching session How to plan a coaching session Flatwork Mounting & Dismounting Basic Flatwork Position Basic Paces of the horse The riders aids Turns and Circles Jumping Jumping or forward Seat Riding over trotting poles Jumping- The five Phases Jumping a simple Grid Annexes

3 TIMETABLE FOR THE DAY 9.00 (30 min) Registration and coffee 9.30 (10 min) Introduction and welcome (1 h) Introduction to coaching. A. List the qualities of a good coach. B. Create a Personal Profile C. Plan a Coaching Session D. Coach a Session (2 h) Practical Coaching - Flatwork. Skill A Mounting & Dismounting. Skill B Basic Paces. Skill C Aids. Skill D The Training Scale (50 min) Lunch (70 min) Group A then B - Practical Coaching Jumping (75 min) (Group B) Skill 1. Jumping Position Skill 2. Trotting Poles Skill 3. The 5 phases of the jump Skill 4. Simple Gymnastic Exercises (70 min) Group B - Further Coaching skills classroom (75 min) (Group A) (20 min) Questions and answers (10 min) Evaluation 3

4 1. Introduction to Coaching 4

5 THE FEI COACHING DEVELOPMENT PROGRAMME BACKGROUND In 1998: In 1999: In 2001: In 2003: The FEI decided to create a Development Fund and appointed a Development Officer One of the first tasks of the FEI Development Officer was to review the affiliations process, making it more accessible for NFs interested in joining the FEI The first meeting on Development was held in Riga, Latvia. The fast growth of development programmes led to the establishment of a FEI Development Office and the appointment of a Project Manager In April, a working group in charge of outlining a development strategy for the next five years was formed. Its task was to: Create a basic structure for developing NFs, helping them develop their sport. Establish a practical coach education system putting in place a recognised certification system for coaches. Provide ongoing support for these coaches. Increase the number of coaches in developing NFs The FEI Coaching System Steps Introduction to Coaching 6-8 hours Level 1 - Coach hours Level 2 - Coach hours Level 3 - Senior Coach hours Level 4 - International Coach The purpose of the first course The Introduction to Coaching course is to: arouse the interest of prospective coaches and parents in coaching and to provide basic coaching skills. help you understand what coaching is about help you see if you are interested in coaching introduce you to some practical coaching skills Note: The Introduction to Coaching course is the first stage on the coaching steps and as such does not qualify a person to coach, it is designed to introduce participants to the system 5

6 Session 1 1. Intro 1.1. Introduction to Coaching By the end of this session the coach will be able to: List the qualities of a good coach Exercise lead by the Tutor. In groups of two, identify and list three or more qualities of a good coach = think of someone who made a positive influence on you and describe that person Now list the three most important which you and your partner agree on

7 Session 1 1. Intro Complete this diagram from the feedback of other groups. COACH 7

8 Session 1 2. Personal Profile 1.2. Personal Profile Now identify the good qualities that you can bring to coaching. Item Describe Describe me well me poorly I like sport I like working with people I like working with children I like to help others I am a good organiser I like the idea of coaching I respect other people I am good at understanding how other people feel I have a good knowledge of one or more sports I am confident I am a flexible person I like to address problems in a positive way I like to achieve things I like to be punctual I am a good communicator I am a good listener I can put success and failure in perspective Personal Pluses Areas of Improvement

9 Session 1 2. Personal Profile Notes: 9

10 Session 1 3. How to plan 1.3. How to plan a coaching session Plan well in advance Decide on the aims for the session Warm up of horse & rider 10 mins A sample 1 Hour session: Practice previous taught skills 20 mins Teach and practice new skills 25 mins Cool down of horse & rider and wrap up session. 5 mins Emphasise that correct practice is for improvement Plan a variety of activities that provide safety, fun, and skill practice. List all the equipment required to carry out the session in your session planner. Plan space and equipment to maximum Allow plenty of time for applied practice (e.g. full or modified version) Be positive and encouraging in your comments Let riders suggest exercises for next session and in the next session use the agreed suggestions. Finish on a positive note. 10

11 Session 1 3. How to plan Sample Lesson Planner Date: Venue: Time: Duration: Number of Rider(s) & Horse(s): Equipment required: Objective/s of the lesson: TIME ORGANISATION Introduction: Warm Up & Assessment: Main Information: > > > > Cool Down/Summary: DON T FORGET: INCLUDE IN NEXT LESSON WITH: EVALUATION: (were the objectives of the lesson achieved?) 11

12 Session 1 4. How to coach 1.4 How to plan a coaching session How Different Coaching Skills affect Learning. Degree of Skill Learning HIGH MEDIUM LOW COACHING METHODS None Explain only Explain & Demonstrate Explain & Guide Explain, Demonstrate & Involve You Can Learn To Coach Successfully With This I D E A I D E A Introduce the skill Demonstrate the skill Explain the skill Attend to participants practicing the skill YOU TELL ME, I FORGET, YOU TEACH ME, I LEARN, YOU INVOLVE ME, I REMEMBER (Benjamin Franklin) 12

13 Session 1 4. How to coach Notes: 13

14 Session 1 4. How to coach Warm-Up and Cool Down. Why Warm-Up? The warm-up is an essential preparation for physical activity. The warm-up mentally focuses the rider & horse for the Lesson. It helps reduce the risk of injury. How to Warm Up? Walk on a long rein (if safe) and allow the horse to stretch head and neck Rising trot large circles Canter with the rider in a forward seat Walk on a long Rein. Canter in a forward Seat. Why Cool Down? To reduce the heart rate gradually. To prevent stiffness and soreness after a lesson. This would be a good time to praise riders for their efforts, to agree details of the next lesson. 14

15 2. Flatwork 15

16 Session 2 By the end of the session coaches will have: Observed the coaching of various skills Skill A Mounting & Dismounting. Skill B Basic Flatwork Position. Skill C Basic Paces. Skill D The Aids. Skill E Turns and Circles. Observed the application of the IDEA principle. Analysed the correct procedures demonstrated. The ability to provide feedback to the Tutor. 16

17 Session 2 1. Mounting & Dismounting 2.1. Mounting & Dismounting By the end of the session the coach will be able to identify the key points of: Mounting & Dismounting. Observe while the session is delivered by the tutor and while individual coaches practice coaching the skill. Use this workbook to identify keypoints of the skill. Checkpoints Mounting Was tack checked (girths tightened, stirrups correct length) Was horse standing still and square. Was rider in control of the horse before mounting Did an assistant hold the horse and stirrup on off side. Did the rider follow the correct mounting procedure Did the rider sit down gently in the saddle Was the rider able to pick up stirrups correctly Did the rider pick up the reins correctly Was the horse standing still throughout, was it ready to move off Checkpoints dismounting Did the horse stand still and balanced on all four legs Was the rider in control of the horse while dismounting Did the rider take both feet out of the stirrups before dismounting Did the horse remain calm during dismounting Did the rider dismount without touching the horses croup Did the rider take the reins off over the horse s neck after dismounting Did the rider run up the stirrups after dismounting Was the girth loosened after dismounting 17

18 Session 2 1. Mounting & Dismounting What are the main issues that must be considered? a) Regarding Safety: b) Regarding the Rider: c) Regarding the Horse: d) Regarding different ways of mounting (e.g. Leg up, mounting block, jumping up 18

19 Session 2 1. Mounting & Dismounting Notes: 19

20 Session 2 2. Basic Flatwork Position 2.2. Basic Flatwork Position By the end of the session the coach will be able to identify the key points of: Basic Flatwork Position of the Rider. Observe while the session is delivered by the tutor and while individual coaches practice coaching the skill. Use this workbook to identify key points of the skill. Checkpoints Basic Seat Position The rider sits relaxed and upright in the saddle Were rider s shoulder, hip and heel are on an imaginary vertical line (in a dressage saddle Did the rider sit in the deepest point of the saddle. When viewed from behind, did the rider sit straight with equal weight on both seat bones. Were the heels the lowest point The arms hang relaxed with a supple elbow Were hands carried correctly. The elbow, hands and the horse s mouth are on a straight line when viewed from the side. 20

21 Session 2 2. Basic Flatwork Position What are the main issues that must be considered? a) Regarding Safety: b) Regarding the effectiveness of the seat position: c) Regarding the effects of an incorrect basic seat position: 21

22 Session 2 3. Basic paces of the horse 2.3. Basic Paces of the horse By the end of the session the coach will be able to identify the key points of: Basic Paces of the Horse. Observe while the session is delivered by the tutor and while individual coaches practice coaching the skill. Use this workbook to identify key points of the skill. Checkpoints Walk. Was the walk a regular four beat pace? Was the walk active? Was the walk relaxed? Was the walk covering sufficient ground (over tracking) Checkpoints Trot. Was the trot regular? Did the trot have a clear two beat? Was the trot rhythmic? Was the trot not running? Was the trot not too sluggish? Checkpoints Canter. Was the canter a clear three beat movement? Was the canter relaxed? Was the canter in balance? Was the horse taking a full stride? 22

23 Session 2 3. Basic paces of the horse What are the main issues that must be considered? a) Regarding Safety: b) Regarding the regularity: c) Regarding the tempo being too fast or too slow: 23

24 Session 2 4. The riders aids 2.4. The riders aids By the end of the session the coach will be able to identify the key points of: The Rider s Aids. Skill Description: We recognise three aids: The weight aid: The weight aid influences the horse continuously by the fact that one is sitting on the horse. The rider s weight should always be above the centre of gravity, which is constantly changing with movement. The leg aid: We have the forward and sideways driving leg aid. The rein aid: Rein aids have various functions. They guide the horse into the desired direction and they control the amount of forward movement. Observe while the session is delivered by the tutor and while individual coaches practice coaching the skill. Use this workbook to identify key points of the skill. Checkpoints Weight Aid. Was the weight aid used while turning? Was the weight aid used to make the horse go forward? Was the weight aid used to make the horse slow down? Checkpoints Leg Aid. Were the leg aids used to make the horse go forward. Were the leg aids used to make the horse go sideways Checkpoints Rein Aid. Were the rein aid used correctly? Was the rider able to carry his hands still and independently? 24

25 Session 2 4. The riders aids What are the main issues that must be considered? a) Regarding Safety: b) Regarding the connection between a correct seat position and the aids: c) Regarding the effectiveness of the aids: 25

26 Session 2 5. Turns and Circles 2.5. Turns and Circles By the end of the session the coach will be able to identify the key points of: Turns and Circles. A circle is a continuous curved line. We recognise circles of various diameters. A horse on a circle must conform to the shape of the circle. Drawing: The aids are: More weight onto the inside. Inside leg close behind the girth creates impulsion. The outside leg further behind the girth controls the quarters. The Inside rein indicates the direction and the outside rein controls the bend in the neck. A Turn is a ¼ of a circle, joined by a straight line at both ends. A shallow turn is a ¼ of a large circle. A sharp turn is a ¼ of a small circle. The aids are the same as for circles. Observe while the session is delivered by the tutor and while individual coaches practice coaching the skill. Use this workbook to identify key points of the skill. Checkpoints Circles. Were the circles round? Was the horse taking up the shape of the circle? Was the horse bent correctly? Checkpoints Turns. Were the turns approached on a straight line? Were the turns approached with a straight horse? Was the horse going through the corner correctly? Was the horse straightened correctly coming out of the corner. 26

27 Session 2 5. Turns and Circles What are the main issues that must be considered? a) Regarding Safety: b) Regarding a turn with a young horse or with a more experienced horse: c) Regarding the advantages of riding on a circle (compared to riding on a straight line): d) Regarding the difficulties when riding on a circle (staying on the correct line without deviation): 27

28 Session 2 5. Turns and Circles Notes: 28

29 3. Jumping 29

30 Session 3 By the end of the session coaches will have: Observed the coaching of various skills Skill 1 Jumping or Forward Seat. Skill 2 Riding over Trotting Poles. Skill 3 Jumping - Five phases of the jump. Skill 4 Jumping a Simple Grid. Observed the application of the IDEA principle. Analysed the correct procedures demonstrated. The ability to provide feedback to the tutor. 30

31 Session 3 1. Jumping or forward Seat 3.1. Jumping or forward Seat By the end of the session the coach will be able to identify the key points of: Jumping or forward Seat Observe while the session is delivered by the tutor and while individual coaches practice coaching the skill. Use this workbook to identify key points of the skill. Checkpoints Jumping Seat. Rider s seat close to but not in the saddle. Stirrups short enough to sit in this position. Upper body leaning slightly forward. Arms carried more forward. Hands carried independently, not resting on horse s neck. Arms flexible to allow hands to follow the horse s head & neck movement. Heel the deepest point. Rider maintaining his balance in the forward seat. Rider able to ride in the forward seat in all three paces. Rider able to apply aids in the forward seat. 31

32 Session 3 1. Jumping or forward Seat What are the main issues that must be considered? a) Regarding Safety: b) Regarding an independent and balanced forward seat. c) Regarding applying aids in the forward seat: 32

33 Session 3 2. Riding over trotting poles 3.2. Riding over trotting poles By the end of the session the coach will be able to identify the key points of: Riding over trotting poles. Average Distances. Walk: Horse 0.9m Pony 0.85m Trot: Horse 1.3m-1.5m Pony m Note: Variations in distances are due to the size of the horse or pony and the level of experience of the horse and rider. Build up the exercise starting with only one pole only, then 3, 4, 5 poles. First place the trotting poles on a straight line, later also on a curved line. The exercise should be done in forward seat, before, over and after the trotting poles. Rising trot may be used until the independent forward seat is established. Observe while the session is delivered by the tutor and while individual coaches Practice coaching the skill. Use this workbook to identify key points of the skill. Checkpoints Trotting Poles. Are trotting poles laid out correctly? Rider in correct forward seat approaching the trotting poles. Rider in correct forward seat over the trotting poles. Rider able to maintain the forward seat at all times evenly if the horse makes a mistake. Rider able to use the aids (weight, leg and rein aids) in forward seat when approaching and riding over trot poles. Rider able to maintain an evenly rhythm throughout. 33

34 Session 3 2. Riding over trotting poles What are the main issues that must be considered? a) Regarding Safety: b) Regarding maintaining a safe forward seat when working over trotting poles. c) Regarding suitability of trotting pole distances: d) Regarding trotting poles as preparation for jumping: 34

35 Session 3 3. Jumping-5 Phases 3.3. Jumping- The five Phases By the end of the session the coach will be able to identify the key points of: Jumping The Five Phases Of The Jump. Note: A fence should be small, inviting and safe (wings, placing poles if necessary) A suitable horse and rider to demonstrate the 5 phases of the jump: Approach, Take off, suspension, Landing and Get away. Observe while the session is delivered by the tutor and while individual coaches practice coaching the skill. Use this workbook to identify key points of the skill. Checkpoints Jumping. Fence correctly built. Placing pole (if used) at correct distance. Fence approached in trot. Fence approached in canter. Rider in forward seat when approaching the fence. Rider in correct seat at take off. Rider in correct seat when over the fence. Rider in correct seat at landing. Rider in forward seat proceeding and after the fence. Contact maintained during 5 phases. Horse under control at all times. Tempo and rhythm maintained at all times. 35

36 Session 3 3. Jumping-5 Phases What are the main issues that must be considered? a) Regarding Safety: b) Regarding the type of fence, use of wings, placing poles etc. c) Regarding suitability of horse used in the exercise: d) Regarding rider s seat in all 5 phases: e) Regarding ways to improve the horse s performance: f) Regarding ways to improve the rider s seat: 36

37 Session 3 4. Jumping a simple Grid 3.4 Jumping a simple Grid By the end of the session the coach will be able to identify the key points of: Jumping a simple Grid Note: Variations in distances are due to varying size of horse and pony, the height of the fences and the level of experience of the horse and rider. Start the exercise with one pole only, then place three trotting poles, next a small cross pole fence at 2.5m. Then add another fence on m distance Another fence may be added on m distance. Observe while the session is delivered by the tutor and while individual coaches practice coaching the skill. Use this workbook to identify keypoints of the skill. Checkpoints Jumping. Was the grid exercise built step by step? Were distances measured? Were wings used? Were guide poles used for approach and get away? Did horse remain calm throughout the exercise? Did the horse maintain an evenly pace throughout the exercise. Did the rider maintain an independent balanced forward seat throughout the exercise? Did the rider maintain an evenly light contact throughout the exercise? 37

38 Session 3 4. Jumping a simple Grid What are the main issues that must be considered? a) Regarding Safety: b) Regarding the suitability of the set up. c) Regarding suitability of horse and rider used in the exercise d) Regarding the importance of maintaining an evenly calm pace. e) Regarding ways to improve the horse s performance: 38

39 Session 3 4. Jumping a simple Grid Notes: 39

40 5. Annexes 40

41 Annexes Emergency Plan Doctor Hospital Vet Name: Address: Telephone: Name: Telephone: Name: Plan of Action Have correct coins, call-card or mobile Know where the nearest phone is Stop the activity Notify the doctor Stay with the injured participant Keep participant warm Keep participant still Notify family if dealing with young participants Emergency Kit Change for phone, call-card, mobile Dettol Vaseline Participants information sheet Antiseptic gauze and cream Bandages Bottle of water Band aids Plastic bags Cotton wool Material for sling Calling For An Ambulance Dial emergency number Give your telephone number State the nature of the accident Give the exact location (give landmarks if necessary) State the number of casualties, sex, approximate age and type of injuries. Give details of any special needs - pregnancy, spinal injuries, heart attacks. Note: never replace the receiver before the ambulance controller!!! 41

42 Safety Describe the safety aspects of an arena suitable for a coaching session Size Kicking boards Lighting Access Surface Equipment Condition Sufficient for session Safe position Check that there are adequate facilities in the event of an accident: Telephone Phone number for ambulance Phone number for doctor Phone number for vet Phone number for Garda station Complete first aid kit Clear access to arena Clear access to centre Fire extinguishers fully serviced Check the fitting and type of equipment/tack/condition of the horse for a jumping coaching session: Fitting of bridle Fitting of saddle Type of bridle Type of saddle Numnah Boots Bandages Martingales and stops Condition of horse/pony Condition of shoes Explain the reasons for the tack for lungeing a horse: Cavesson Side reins Lunge line (min 12 metres) Lunge whip Boots 42

43 Mounting and Dismounting - Special Considerations for Riders with Disabilities Hints Assess fitness, body weight, physical disabilities, and level of understanding of the rider. Use mounting blocks or ramps Use trained volunteers to assist - one holding horse at off side and a second on the mounting/dismounting side. Demonstrate mounting and dismounting procedure to rider so that he/she may learn this before attempting it on the horse. Mounting Check Points Position of foot in stirrup Hold down stirrup on off side of horse in case the weight of the rider pulls the saddle over Take care that the rider s right leg clears the horse s hindquarters and that the rider lands gently in the centre of the saddle Dismounting Check Points From the right side of the horse ensure the right foot is removed from stirrup Check that the right leg clears the horse s hindquarters - assistance can be given by pushing on the rider s right knee. From left side of horse ensure that left foot is free of the stirrup Assistant on left side of horse form a triangle with their hands on the pommel and cantle of the saddle leaving enough space between horse and themselves for the rider to slowly slide to the floor without falling backwards. Note Once these techniques are understood by the rider then the level of assistance may be reduced, if safe to do so, until the rider is confident enough to mount and dismount with minimal assistance. Members of the FEI 43

44 Recommended Literature The Pony Club Manual of Horsemanship 11 th Edition. Available from the Irish Pony Club shop: Mrs Rita Lyons, Tipper, Naas, County Kildare (phone/fax ) Complete Horse Riding Manual by William Micklem ISBN: Pub. Date: September 2003 Publisher: DK Publishing, Inc. Barnes & Noble Sales Rank: 34,710 Saddlery - pages Transporting horses page Lungeing by Judy Harvey, Threshold Picture Guides published by The Kenilworth Press Ltd, Addington, Buckingham, England, MK18 2JR, Lungeing equipment - page 5 The Manual of Horsemanship, 11 th Edition. Available from the Irish Pony Club bookshop: Mrs Rita Lyons, Tipper, Naas, Co. Kildare, Ireland Fax/Phone The Principles of Riding Handbook of the German National Equestrian Federation The Kenilworth Press Ltd Addington, Buckingham, MK 18 2LR, UK Fax Free Training Showjumpers by Anthony Paalman J.A. Allen & Co. Ltd., 1, lower Grosvenor Place, Buckingham Palace Rd., London SW1 OEL, UK Manual of Horsemanship 11 th Edition Available from The Irish Pony Club bookshop: Mrs Rita Lyons, Tipper, Naas, Co. Kildare, Ireland Fax/Phone

45 Recommended Literature BHS Complete Manual of Stable Management The Kenilworth Press Ltd Addington, Buckingham, MK 18 2LR, UK Fax Free-phone Success from Within by Brendan Hackett BA, MA NCTC Limerick University, Ireland Phone Fax nctc@ul.ie VIDEOS Grundausbildung des Reiters im dressurmässigen Reiten FN-Lehrfilm 3. Video Post Training Cross Country Part III by Mark Tood The BHS Book Shop Stoneleigh Deer Park, Kenilworth, Warwickshire, CV8 2XZ, UK Phone Web. The Pony Club Training Series, the More Experienced Rider Martin Bird Productions, Equestrian Vision, Saucelands Barn, Coolham, Horsham West Sussex RH13 8QG, UK. Complete Horse Riding Manual by William Micklem Dorling Kindersley Limites, 80 Strand, London WC 2R ORL England BOOKS Deutsche Reiterliche Vereinigung FN Verlag Freiherr-von-Langen-Strasse 13 PO Box: D Warendorf - Germany vertrieb-fnverlag@fn-dokr.de Richtlinien Bd. 1: Grundausbildung für Reiter und Pferd 27. Auflage 2000 ISBN X Richtlinien Bd. 2: Ausbildung für Fortgeschrittene 13. Auflage 2001 ISBN Richtlinien Bd. 3: Voltigieren Neuauflage 2002 ISBN

46 Recommended Literature Richtlinien Bd. 4: Haltung, Fütterung, Gesundheit und Zucht 11. Auflage 2003 SBN Richtlinien Bd. 5: Fahren 7. Auflage 2002 (Nachdruck 2003) ISBN Richtlinien Bd. 6: Longieren 7. Auflage 1999 (Nachdruck 2003) ISBN X Anatomie des Pferdes Prof. Dr. Bodo Hertsch 4. Auflage ISBN VIDEOS AND DVD s Deutsche Reiterliche Vereinigung FN Verlag Freiherr-von-Langen-Strasse 13 PO Box: D Warendorf - Germany vertrieb-fnverlag@fn-dokr.de Der Sitz des Reiters Teil 1 (ISBN ) Der Weg zum richtigen Sitz Teil 2 (ISBN ) Grundausbildung des Reiters im dressurmässigen Reiten Teil 3 (ISBN ) Basic Dressage Training for the Rider Part 3 (ISBN ) Grundausbildung des Reiters im Springreiten Teil 4 (ISBN ) Grundausbildung des Reiters im Geländereiten Teil 5 (ISBN ) Fortgeschrittene Ausbildung im Springreiten Teil 6 (ISBN ) Balance in der Bewegung Susanne von Dietze (ISBN ) Gewöhnung und Anreiten Teil 7 (ISBN ). Doppellonge - ISBN (Double longeing rein - a classical training methode) 46

47 Notes FEDERATION EQUESTRE INTERNATIONALE Avenue de Rumine, Lausanne Switzerland Tel Fax: All rights reserved. No part of this publication may be reproduced without the prior written permission of the copyright holders: The Fédération Equestre Internationale. 47

48 Course Feedback Please fill out this form with the reference to the course which you have just taken. Your responses are anonymous and will be used for the purposes of course improvement. Venue: Date: 1. Did the course cover the aims and objectives set? Completely To a large degree Not very 2. Was the course as a whole well-structured? Very Adequately Not very 3. How did you start and end feeling this course? (a) start (b) end 4. Which aspect of the course did you find most interesting? (tick one) Interaction/ experience sharing with other coaches Acquisition of new skills and coaching methods Practice Tutor s dynamic, methodology and approach Other (please specify): 5. Which aspects of the course (if any) did you find least interesting and helpful? 48

49 6. Which teaching methods will be most helpful to you? (this might include: class presentations, feedback from tutors, group discussion, demonstration, videos, etc) 7. Are there any changes or suggestions you would wish to make and that might prove useful to future coaches attending the course in the following months? 8. Based on a 1 to 10 scale, how satisfied are you with the course you received? (Please circle) EXCELLENT POOR 9. Any additional comments or suggestions? Thank you very much! 49