Glossary

  • c

  • This is an approach to coaching which puts each child’s needs and wants at the centre of the coaching process.
  • The basic coaching skills that a coach needs to have to be an effective coach – Plan, Organise, Demonstrate, Communication (Explain, Question, Listen), Stand Back and Observe, Feedback, Reflection.
  • Coaches can also learn from being part of a community with a shared interest. In education theory, this is known as a community of practice (from the European Sports Coaching Framework, 2017, p.46).
  • This is one part/unit of a module. A set of different courses build one module.

  • e

  • This is a person who engages children and young people in physical activity, movement, play and sport (PAMPS) in non-formal settings such as after-school programmes or kindergarten.
  • Experiential learning is intentional. Through exposure to a broader range of situations, it provides coaches with a chance to discover what knowledge and skills they already have and to enhance their decision-making capabilities across a broader spectrum of coaching circumstances.(...)

  • f

  • Are restricted to different levels and types of school settings (primary, secondary) as well as other educational settings aimed at professional qualification or certification.
  • These are the common themes that guide the playing of many sports. For example, space, tracking others, tracking equipment, defence, attack, individual and team game strategy.
  • These are skills that relate to locomotion (e.g., run, shuffle, side-step, swerve), coordination (e.g., dribbling, throwing, thatching, kicking) and stability (e.g., balances, ready position, different planes). Should we insert a quote form Irish sources?
  • These are underpinning abilities that support FMS and sports specific skills – Balance and motor control, Basic coordination between eyes, hands, arms, legs and feet, Agility, Muscular Strength of the body, locomotor speed.

  • g

  • This is the growth and development of children in all aspects of their development – Physical, Social, Emotional, Character and Cognitive Development.

  • i

  • This is an evidence-based list of 10 key principles that support a child-centred approach to sport and coaching (ICOACHKIDS Pledge and The ICOACHKIDS Pledge: 10 Golden Rules for Coaching Children - YouTube).
  • Informal learning activities are characterised by learning experiences that do not involve the structures of schools or other non-formal settings. They take place outside of the formal learning school setting but with a greater emphasis on real-world and community-based learning experiences.(...)
  • Informal educational settings are assessed as the main purpose of any social institution where children and adolescence stay how to learn different physical activities and kinds of sports (e.g., swimming, football, gymnastics, tennis etc) and to practise organized sports (training) with the(...)

  • m

  • Mentoring is a relationship in which advice, information, guidance, support, or opportunity are offered for further development (adapted from Coaching Association of Canada/Canadian Association for the Advancement of Women and Sport and Physical Activity, 2017, p.11).
  • This is one separate part/unit of a study programme. A single Module includes a set of different courses which represent in total the frame of objectives with the content of the module.

  • n

  • Non-formal activities occur outside of a formal school classroom setting in a non-formal educational setting. Although non-formal activities take place outside formal classroom settings, learners receive well-structured and well-planned educational programmes. Non-formal learning activities(...)
  • Non-formal educational settings are placed outside schools but as a part of pedagogical settings where children and adolescents stay either before their regular school time (kindergarten, day care centres) or after regular school visits in the afternoon (all day schools, music schools, social(...)

  • p

  • Physical Activity, Movement, Play, and Sport (PAMPS) are non-formal and informal activities, including all forms of physical activities, movement-based games, active play, competitive, non-competitive, and cooperative sports. This means PAMPS encompasses organised early movement activities(...)
  • This is the motivation, confidence, physical competence, character, knowledge and understanding that enables a person to value and participate in physical activities throughout life (from the Irish All-Island Physical Literacy Consensus Statement, 2022 - flyer_V4 (sportireland.ie).

  • r

  • The ability to thinking back on your experience of what happened in the coaching sessions you delivered and to draw out things that you applied well or that challenged you.

  • s

  • This is the full programme of a study workload to achieve a licensed qualification certificate either on vocational school level or on higher learning level. A study programme is structured into a set of different modules.

  • t

  • A teaching unit is one part of a course, which – in turn - contains a collection of teaching units. A teaching unit is related to a purpose, objective, item of a subject/content and time frame (volume of hours) which can differ between units.

  • y

  • This a toolkit that equips a coach with ways to hear the voice of the children that they coach (Young Voices in Sport | Sport Ireland).
  • This is a person who coaches children and young people in physical activity, movement, play and sport (PAMPS) in informal settings such as sport clubs.
  • This is a navigational tool to assist a coach in making child-centred decisions in their coaching, taking account of 4 pillars or climates – Developmental Climate, Motivational Climate, Caring Climate, Social Safety Climate (Windesheim - The Youth Sports Compass - YouTube).
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