COACHING THE COACH APPRENTICE PROGRAM Development LACROSSE

16 Pages·2008·1.61 MB·English

COACHING THE COACH 

 APPRENTICE PROGRAM 

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Acknowledgements

The Canadian Lacrosse Association would like to acknowledge the contribution of the following
people for their work on the Coaching the Coach Apprentice Program:

Bill McBain, CLA Chair of Coaching
Duane Bratt, CLA National Resource Person
Melissa McKenzie, CLA Program Coordinator

The Canadian Lacrosse Association would also like to acknowledge the support of the
Coaching Association of Canada in the development of this program.

© Canadian Lacrosse Association, 2004
© Coaching Association of Canada, 2003

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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 best-
practices 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.
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. If the governing body is utilizing the Coaching On-Line Program the
association would also cover the cost of obtaining a password for each participating
apprentice.
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MENTOR
(cid:131) Complete the mentor registration process supplied by the applicable MA/AMA.
(cid:131) Be a ‘Certified’ coach within the Competitive Introduction level.
(cid:131) If the MA/AMA is utilizing the online coaching program, the selected mentor will
be provided a copy of the applicable apprentice(s) password(s) for monitoring
purposes.
(cid:131) Conduct a face-to-face interview with the selected apprentice and the recipient
team head coach.
(cid:131) Ensure all parties are aware of the tasks and assignments which must be
completed at specified times (timeline provided).
(cid:131) Follow timelines to review and assess and mark all tasks as they are completed
in the hard copy of the Apprentice Work Plan or the electronic copy contained in
the online program.
(cid:131) Be in possession of the recipient team schedule for casual drop-in viewing.
(cid:131) Provide intervention when necessary.
(cid:131) Be available for assistance when required by the apprentice or team head coach
at a time acceptable by the mentor.
(cid:131) Provide a recommendation (“Pass” or “Fail”) to the MA/AMA as to the status
awarded to the apprentice at the end of his/her apprentice period. If
recommendation is “Fail”, rationale must be provided.

APPRENTICE
(cid:131) Complete the apprentice application form and forward to applicable MA/AMA.
(cid:131) Applicant must be a minimum of fourteen (14) years old and a registered player
in the applicable MA/AMA.
(cid:131) Applicant must be available for a minimum of sixty percent (60%) of the recipient
team’s practice and game schedule.
(cid:131) Available for the meeting of the mentor and recipient team head coach. If the
MA/AMA is utilizing the hard copy training, be provided with the complete
manual. If on the electronic on-line system be provided with the manual and a
password.
(cid:131) Successfully complete all tasks outlined in the Apprentice Work Plan contained in
the Apprentice Workbook as provided in hard copy, or on the online program.
(cid:131) If utilizing the online program successfully, complete the question bank at the end
of each module once all tasks associated with the applicable module have been
successfully completed.
(cid:131) Must meet all commitments of own team.
(cid:131) Must ensure schedule takes into account all work and school commitments.
(cid:131) Liaise directly with the mentor for any assistance required with the program.
(cid:131) Register on the applicable Form 100 or team registration as an assistant coach
designated will the initials APP after the name.
(cid:131) Determine if the program meets the criteria for school credits in your area.
MA/AMA
(cid:131) Recruit and produce a list of qualified mentors available for the apprentice
program.
(cid:131) Liaison directly with the appropriate authority to ensure mentor possesses the
correct attributes and coaching levels required to meet the Apprentice Training
requirements.
(cid:131) Provide opportunity for mentor to obtain necessary coaching level if necessary at
no cost to the candidate.
(cid:131) Provide apprentices entered with a hard copy of the Community Development
coaching manual set and if the MA/AMA is utilizing the online coaching program,
supply the manual complete with a password.
(cid:131) Liaise directly with all mentors and their apprentice(s) ensuring that the
apprentice(s) is meeting the deadlines contained in the apprentice work plan.
(cid:131) Administer the necessary paperwork required to award the Community
Development Trained certification level, and forward to the CLA office for entry
into the NCCP database.
(cid:131) Ensure the Apprentice project receives the necessary marketing required to
advertise its availability to all levels of lacrosse.
(cid:131) Investigate all school authorities for school credit possibilities.

ASSOCIATION/CLUB
(cid:131) Recruit persons who meet the requirements of a mentor and forward to
appropriate body.
(cid:131) Develop list of teams requiring or requesting apprentice assistance.
(cid:131) Liaise directly with the MA/AMA responsible for filling apprentice requests.
(cid:131) Conduct timely checks on Apprentice Work Plan to ensure compliance of the
deadlines outlined in the Plan. If the apprentice is registered on the online
coaching program, this check will be conducted through the designated mentor.
(cid:131) Ensure all Form 100s and team registrations reflect the position of the apprentice
and that ‘APP’ is noted immediately after the apprentice’s name.
(cid:131) Liaise with the apprentice and MA/AMA to ensure each apprentice receives the
complete Community Development Manual package, whether the hard copy
version or the manual complete with the online password if registered on the
electronic version.
(cid:131) Provide professional development opportunities to the apprentice as they arise.
(cid:131) 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.
(cid:131) If the apprentice is registered on the online coaching program, the necessary
follow-up will be done electronically.
(cid:131) Investigate all school authorities for school credit possibilities.

RECEIVING TEAM HEAD COACH
(cid:131) Forward application to association/club requesting apprentice(s) assistance.
(cid:131) Conduct initial meeting between the apprentice(s), the appointed mentor and the
receiving team head coach to review Apprentice Work Plan(s) and applicable
timelines.
(cid:131) Review team schedule and determine apprentice schedule(s) which ensures all
team and apprentice commitments, work and school schedules are satisfied.
(cid:131) Ensure the apprentice has either the complete manual package or the password
and manual if registered on the online coaching program.