Colour Key:
- General guidance
- L1 Guidance/example
- L2 Guidance/example
- L3 Guidance/example
- L4 Guidance/example
First and best guidance!
First and foremost, the best piece of guidance I can give a mentor, is to encourage the learner to READ the task instructions carefully.
Explanations:
WAG L1: In the Level 1 logbook a learner coach must do a planning task, (6e) then three planning and delivering tasks (7 a, b & c). Each of these tasks must use a different skills matrix box, and must use ALL of the skills within the box. This means four separate and different plans over the four separate tasks, using ALL the skills listed in each chosen matrix box.
WAG Level 2: 'Task 3 – Delivering a Series of Linked/Progressive Gymnastics Coaching Sessions' - You are required to develop three skills from the WAG L2 syllabus over the series of 4 sessions. These four sessions should be progressively linked for each of the three skills.
For example a learner coach might choose:
Each session plan will be delivered with the mentor supporting and advising, concluding in a self reflection period, immediately followed by a discussion, feedback and action plan with the mentor.
You may be surprised at how many learner coaches deliver three different skills in each of the four sessions, making 12 skills in total; this is a misinterpretation of the instructions.
First and foremost, the best piece of guidance I can give a mentor, is to encourage the learner to READ the task instructions carefully.
Explanations:
WAG L1: In the Level 1 logbook a learner coach must do a planning task, (6e) then three planning and delivering tasks (7 a, b & c). Each of these tasks must use a different skills matrix box, and must use ALL of the skills within the box. This means four separate and different plans over the four separate tasks, using ALL the skills listed in each chosen matrix box.
WAG Level 2: 'Task 3 – Delivering a Series of Linked/Progressive Gymnastics Coaching Sessions' - You are required to develop three skills from the WAG L2 syllabus over the series of 4 sessions. These four sessions should be progressively linked for each of the three skills.
For example a learner coach might choose:
- Upstart on bars
- Handspring to flat back on vault
- Front somersault on floor.
Each session plan will be delivered with the mentor supporting and advising, concluding in a self reflection period, immediately followed by a discussion, feedback and action plan with the mentor.
You may be surprised at how many learner coaches deliver three different skills in each of the four sessions, making 12 skills in total; this is a misinterpretation of the instructions.
Feedback and action planning of delivered sessions
L1 Logbook - Task 7a, b & c Planning and Delivering: mentor observation and feedback section.
L2 logbook - Task 3 mentor observation and feedback section.
The H2C (how to coach) Skill and Rating section is invaluable in selecting strengths and weaknesses; use them to formulate your feedback and action planning.
If you rate a learner coach as 10 out of 10 in one of the H2C skills, then tell them why you thought that and record it. This will help to consolidate their performance of the H2C skill in the same way a gymnast can consolidate their execution of a skill when they know what they did right. If you gave a lower number for a different H2C skill, again discuss why you thought that and record it in the boxes provided. When choosing the strength and improvements of the H2C skills, select the best score for strength and then the lowest score for 'improvement' box. Then you can discuss and record how to improve the lower scored skill(s) in their next session.
L1 Logbook - Task 7a, b & c Planning and Delivering: mentor observation and feedback section.
L2 logbook - Task 3 mentor observation and feedback section.
The H2C (how to coach) Skill and Rating section is invaluable in selecting strengths and weaknesses; use them to formulate your feedback and action planning.
If you rate a learner coach as 10 out of 10 in one of the H2C skills, then tell them why you thought that and record it. This will help to consolidate their performance of the H2C skill in the same way a gymnast can consolidate their execution of a skill when they know what they did right. If you gave a lower number for a different H2C skill, again discuss why you thought that and record it in the boxes provided. When choosing the strength and improvements of the H2C skills, select the best score for strength and then the lowest score for 'improvement' box. Then you can discuss and record how to improve the lower scored skill(s) in their next session.
L2 Logbook - Task 3a Formal Risk Assessment Template
When evaluating the likelihood of an incident or accident occurring, take into account the measures already in place. Has this reduced the 'likelihood' to a very low level? If so, then record this low number; if not, then the measures may not be controlling enough and further measures should be considered and recorded.
The 'Outcome' score (of the injury) and the 'Likelihood' score should be multiplied, not added together. e.g. Outcome - 2, likelihood - 4: 2 x 4 = 8
If the 'Risk Rating' is NOT low, then consider what actions could be taken that would bring this level down to an acceptable low and record them on the template's 'Action Plan' under 'Further Control Measures'. Remember, you are putting in place control measures to reduce likelihood AND the level of outcome. If ANY injury from an accident is possible, then measures to reduce the severity of the injury to its minimum will be essential. For example: falling off a piece of apparatus is quite likely in our sport, so we reduce the risk of falling by ensuring gymnasts are physically, mentally and technically able to perform the skill safely on that apparatus through the coaching process. We also reduce the severity of possible injury by ensuring that matting and support is appropriate to the apparatus, the move being performed, level of the gymnast, (taking into account their age/height etc.) and their stage of learning.
"Falling off the beam" is a common answer in this section for Women's Artistic coaches. Existing measures should be that the level of matting and support is appropriate to the level of skill/gymnast/stage of learning. If this brings the level down to 'minor injury' - 2 multiplied by 'remote' - 1 = 2 then decide if these measures are adequate. If these measures are not in place and matting/level of support are not adhered to, then your result could be 3 x 3 = 9 (lost time injury / likely). 9 is too high and further measures should be considered: examples could be - re-training coaches for appropriate evaluation of skill level and/or supporting ability, improve level of matting, increase level support, move to lower beam whilst skill is developed/consolidated etc.
In short, evaluate existing measures correctly and then look where further measures could be used if necessary.
When evaluating the likelihood of an incident or accident occurring, take into account the measures already in place. Has this reduced the 'likelihood' to a very low level? If so, then record this low number; if not, then the measures may not be controlling enough and further measures should be considered and recorded.
The 'Outcome' score (of the injury) and the 'Likelihood' score should be multiplied, not added together. e.g. Outcome - 2, likelihood - 4: 2 x 4 = 8
If the 'Risk Rating' is NOT low, then consider what actions could be taken that would bring this level down to an acceptable low and record them on the template's 'Action Plan' under 'Further Control Measures'. Remember, you are putting in place control measures to reduce likelihood AND the level of outcome. If ANY injury from an accident is possible, then measures to reduce the severity of the injury to its minimum will be essential. For example: falling off a piece of apparatus is quite likely in our sport, so we reduce the risk of falling by ensuring gymnasts are physically, mentally and technically able to perform the skill safely on that apparatus through the coaching process. We also reduce the severity of possible injury by ensuring that matting and support is appropriate to the apparatus, the move being performed, level of the gymnast, (taking into account their age/height etc.) and their stage of learning.
"Falling off the beam" is a common answer in this section for Women's Artistic coaches. Existing measures should be that the level of matting and support is appropriate to the level of skill/gymnast/stage of learning. If this brings the level down to 'minor injury' - 2 multiplied by 'remote' - 1 = 2 then decide if these measures are adequate. If these measures are not in place and matting/level of support are not adhered to, then your result could be 3 x 3 = 9 (lost time injury / likely). 9 is too high and further measures should be considered: examples could be - re-training coaches for appropriate evaluation of skill level and/or supporting ability, improve level of matting, increase level support, move to lower beam whilst skill is developed/consolidated etc.
In short, evaluate existing measures correctly and then look where further measures could be used if necessary.
