Coaching and Instructing Participants
Coaching fundamentals
Coaches plan, instruct, observe and provide feedback. Understand demonstration, cueing, feedback types (intrinsic/extrinsic, positive/corrective), and the demonstrate–explain–practice–feedback cycle. Know stages of skill learning: cognitive, associative, autonomous.
Instruction and safety
A coach must check equipment, supervise actively, and match activities to developmental stage. Use group management strategies: clear signals, positioning to see all participants, and planned transitions. Modify activities using the STEP model (Space, Task, Equipment, People).
Ethics and inclusion
Coaches must avoid favouritism, ensure fair participation, and follow safeguarding and child-safe policies. Physical contact should be necessary, consented and witnessed where possible.
Traps to watch
- Giving too much feedback at once rather than one or two key points.
- Confusing demonstration with explanation.
- Ignoring developmental readiness when teaching skills.
- Failing to position yourself to see the whole group.
Worked example
A young participant cannot catch a large ball. Using STEP, the coach changes the Equipment (smaller, softer ball) and Task (catch after one bounce). This regresses the skill without singling the child out.
Rule of thumb
Change one STEP variable at a time, then observe the effect.