The LTPD Model in sport Essay Example

the start of the session to prepare the equipment and double-check the safety of the pitch surface. The P.E Teacher from the school assisted with equipment location and informed me of any participants with special needs. The necessary equipment for the session, such as bibs, cones, and balls, was checked and some balls were inflated. The girls arrived on the pitch from the bathrooms, so there was no need to assign them specific locations. I started the session by introducing myself and my role as their coach. I then checked the attendance list for the girls. I made sure that all the girls had necessary equipment (shoes, shin guards, shorts, T-shirt) and provided first aid on-site. I asked about any health issues or injuries and visually checked for jewelry and glasses. I informed the girls about the location of the water bottle and emphasized safety procedures, such as knowing where the fire exit is (Beebe, 1994).We had a quick discussion with the team about the session, which focused on skill technique, specifically control of the ball and placement in a real game. We started the session with a warm up that included 5-10 minutes of stretching targeted at the muscles that would be used in the session. We also incorporated running with the ball to warm up the body and increase heart rate.

Throughout the session, I used a combination of verbal, gestural, and visual communication. Since English is not my first language, I spoke slowly and used demonstrations, body language, and gestures to ensure the girls understood. I would check their understanding by asking open-ended questions.

The session was divided into three drills and was well-organized.

The pitch was set up in such a way that when one drill ended, the next one was already prepared, so there were no breaks between drills except for quick drink breaks.

With an aim towards the next game, we would stop the girls' practice during the sessions to correct and provide positive feedback. We took it slow until each player mastered ball controls, and once they understood, we would give them additional information.The Football lucifer has led the misss to assimilate all the accomplishments with the ball in pattern session, demonstrating a high level of proficiency. Culturally, football helps boys develop a closer bond with the sport, especially when their fathers are avid football enthusiasts (Schmidt, 1975). However, boys often lack attentiveness, making it a challenge for coaches to reinforce skills effectively. On the other hand, girls exhibit more obedience, attentiveness, and faster execution of drills when they show interest. Nonetheless, they have physical limitations compared to boys (Lave et al., 1991). In schools where we employ two coaches, we have seen success in motivating girls through encouraging practices. Girls learn to take on more responsibility without fear, and this development is accompanied by a sense of enjoyment, which motivates them to learn more and become more engaged in football (Gretiaigne et al., 2005). Through the use of theoretical techniques in practice sessions, we have effectively applied various psychological learnings from the classroom setting.The aim in all sessions was to maintain high levels of enthusiasm and concentration to prevent boredom. Individual and group competitions were implemented to keep the session engaging. The managers played a key role in ensuring constant movement throughout the session, which

was crucial to its success. The intensity of the sessions gradually increased as the girls became more proficient in ball control, using different parts of their feet, laces, inside, outside, and offside. Their creativity on the field flourished, with some managers advising them to imagine themselves in a match scenario. The girls' performance improved significantly, as they understood the importance of ball control, vision, communication, and teamwork. The following day, they won the school championship game, which brought great satisfaction to the manager. The girls felt accomplished, knowing they had applied the skills they learned in previous sessions. This was the manager's final session at the school, and they had a positive relationship with the female students. Both parties gained respect for each other, as the girls showed immense dedication to the sport. The PE Teacher's friendliness played a significant role in their success.Some girls started playing football on Sabbatums at Arsenal, and it made them motivated (Beebe, 1994). According to Gretiaigne et al. (2005), there is a difference between using sessions for girls and the theoretical concepts learned in the classroom. Although applying these concepts in coaching leads to good results, it is difficult for theoretical knowledge to penetrate session practices. I acknowledge that these points are necessary for improving as a coach. However, the level of development in girls' football, including skill, physical condition, and age group, was respected. Some activities in the sessions were at a beginner level, so it was not possible to increase the football training. This greatly affected coaches' understanding of development (Vieira et al., 2009). Simmons (2005) discusses The FA's Long-Term Player Development Model. Beashel and Taylor (1996)

provide advanced studies in physical education and sport. Beebe and Masterson (1994) discuss principles and practices of communicating in small groups.Bunker, D. , and Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18(1), 5­8. Crookes (1991). Complan Column. Athletics Coach, 25(3), p.13. [Online]. Available at: hypertext transfer protocol: //www.brianmac.co.uk/commun.htm (Accessed 12/4/2014). Gretiaigne, J., Richard, J., and Griffin, L. (2005). Teaching and learning team sports and games. New York: RoutledgeFalmer. Lave, Jean; and Wenger, Etienne. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. ISBN 0-521-42374-0; first published in 1990 as Institute for Research on Learning study 90-0013. Porter, M.E. (1987). ‘From Competitive Advantage to Corporate Strategy’, Harvard Business Review, May/June 1987, pp 43–59. Vieira, L.F.; Teixeira, C.A.; Silveira, J.M.;Teixeira, C.L.; Filho, A.O.; Rorato, W.R. (2009). ‘Criancas e desempenho motor: um estudo associativo’. Revista Motriz.Rio Claro, v.15, n.4, p.804-809, out./dez.2009. Schmidt, R.A. (1975). ‘A schema theory of distinct motor accomplishment learning’. Psychological Review, 82(4), pp, 225.