UNIT 1

WHY COACH

People coach for a variety of reasons. To impart knowledge, because thy love people,
because they love the sport, to achieve something important, to coach an Olympian,
because it is their job.

WHY DO PEOPLE TAKE PART IN SPORT?

Generally people (coaches and athletes) participate in their sport because they get
something of value form it such as:
Achievement (improved skill or performance)
Winning a competition
Sensation (they like to feel the excitement, feel hear and see it all)
Self direction (they like to feel in control, they can develop the way they
Want)
They want to be respected as individuals etc.

The reasons why the athlete participate is important, as coaches our job is to provide what
each athlete needs or direct them to where they can get what they need. We are to be
athlete centered, and do what will benefit the athlete and not our selves.

THINGS A COACH SHOULD KNOW

A coach needs to know that his/her job is to help develop the athlete physically,
emotionally and technically. Therefore a coach needs to be someone who
a) Knows much more than just the sport and its rules.
b) Enjoys working with people
c) Is patient and is a good communicator
d) Is able to motivate the athlete
e) Is able to provide discipline and direction, (knowing when to reward and
when to deny the athlete some form of pleasure)

A coach plays many roles, among them are teacher, friend, counselor and guide to the
athlete.

A coach also needs to be able to communicate effectively with officials, media, sponsors
and parents.
MAKING THE ATHLETE

The coach is often the most important person to the athlete. The coach helps the athlete
grow and develop in the sport and personally, remember the athlete has his/her reasons
for participating. Successful coaches know how to match the needs of the athlete and the
objectives of the programme, thus the athlete participates fully and develops skills. The
coach needs to make the athletes feel good about themselves, they need to feel they are
accepted as people regardless of their sport performance.
DEVELOPING POSITIVE COACHING ATTITUDES AND BEHAVIOURS

A good coach is guided by personal values that influences why and how they do things.
Values are what we believe in, the core of what we hold true, they make us who we are.
All our behaviour begins with our values e.g. if we believe in honesty we will act fairly
and encourage honesty in our relationships as well as on the playing fields. Our athletes
often take their values especially in sports from us. The coach must be prepared to show
exemplary behaviour at all times. You should:
Encourage the athlete to talk to you
Be a good listener, show genuine interest
Maintain trust at all times
Eliminate abuse or abusive language
Eliminate any behaviour that could be considered sexual harassment
Treat confidential information about the athlete with total confidentiality
Demand and model fairness, equality, inclusion and nondiscrimination.

The coach has two basic responsibilities

1. RESPONSIBILITY TO THE ATHLETE. This requires helping the athlete to
a) Be a good winner as well as a good loser.
b) Appreciate the importance of quality sport experiences
c) Respect officials and the opponent at all times.
d) Give special consideration to the safety of the athlete at all times
e) Develop participant’s skills
f) Develop programmes that meets the needs of the participants
g) Respect the dignity of all participants.

2. RESPONSIBILITY TO YOURSELF AS COACH BY-

a) Developing positive coaching attitudes and behaviour
b) Behaving in an exemplary manner at all times (this includes punctuality,
dress, professionalism at all coaching sessions and whenever in the public
domain)
c) Respect the game, the officials and the competitors
d) Understand that quality – doing one’s best is more important than winning
e) Respect the rules of the game
f) Continually improve your knowledge of the game.
RULES OF THE GAME

Rules exist to safeguard the unique nature of the game of sport. To ensure it can be
played by different nations in the same way. To safeguard the athletes, many rules
protect athletes from injury. To ensure fair play, and allow enjoyment of the game. The
rules are constant and are understood by players, officials, coaches and spectators.

Rules make it easy for persons anywhere who know and enjoy the game to follow or
participate in the game either as player or spectator, therefore Jamaicans can participate
with persons from Spanish speaking countries. When rules change it is the coach’s
responsibility to remain current and to be able to interpret the rules properly and fairly.

Rules are related to the game but there are other rules athletes must observe, these relate
to equipment, the treatment of facilities, relationships and conduct with other players and
officials, a coach’s conduct.

THE FAIR PLAY PHILOSOPHY

A coach is guided by a set of principles which set the standard for behaviour in coaching
and the conduct of the coach. These principles form what is called a code of conduct.
The code of ethics of coaching is shaped by the fair play philosophy of coaching.
Fair play is a principle of coaching that guides a coach’s behaviour. Fair play puts the
quality of the sport experience before winning.
Fair play applies to all the sport in the same way.
Fair play allows the athlete, others in the sport environment, parents and all concerned to
be treated respectfully and according to their own needs and interest.
Fair play puts the needs and safety of the athletes first.
Fair play is based on the following principles:
- Respecting the rules of the game
- Respecting the officials and accepting their decisions
- Respecting opponents
- Providing all participants with equal opportunities
- Maintaining dignity under all circumstances.

A CODE OF CONDUCT reflects our observable behaviour, when we speak to the

athletes, other coaches, parents, officials, sponsors, spectators, media etc.

BUILDING A CODE OF CONDUCT.

A code of conduct observes the three R’s. RESPECT, RIGHT, RESPONSIBILITY.

RESPECT.
Who respect whom?
Who respect what?
How is respect given?
How is respect shown?
How is respect earned?
RIGHT
Whose right?
What rights?

RESPONSIBILITY
Whose responsibility?
What responsibility?

Coaches have the responsibility to communicate to all athletes their position on the
unacceptability if performing enhancing drugs in sport.
Do you possess enough knowledge to fulfill all the duties of a coach?
Sport coaches must refrain from public criticism of fellow coaches and officials.
Coaches have the responsibility to ensure the safety of the performers with whom they
work.

The three R’s should apply to the following:

PERSONAL ATTITUDES i.e. The coach should demonstrate a liking for people,
enthusiasm, a desire to continue learning about the sport, a desire for continuous growth
and development.
ATTITUDE TO THE ATHLETE - the coach’s main objective is to take care of the
athletes’ needs and help develop their self-confidence, self control, commitment to the
sport and fulfillment. Therefore the coach needs to teach effectively the skills of the
sport and social skills. Identify the causes and effects pf strengths and weaknesses and
correct them. Communicate and motivate the athlete. Put the athletes needs first.
ATTITUDE TO THE SPORT- to be an effective coach you need to stay up-to-date on
developments in the sport. Plan interesting and effective training sessions. Organize
activities to challenge and direct the athlete’s ability. Monitor athlete performance in
order to guide the athlete.
ATTITUDE TO COMPETITION- encourage the athlete to practice sport skills. Assess
the athlete and help the athlete to assess strengths and weakness in the competition. Use
the set performance goals to assess performance. Use the target further training and
development. Facilitates experiencing the joy of winning and how to handle losing.
Learning that the quality of competition and the enjoyment of participation is more
important than winning or losing.
ATTITUDE TO PARENTS, OFFICIALS AND COMMUNITY-these are all support the
coaching activity. The most important thing to remember when dealing with this group is
quality contact. You must conduct yourself with dignity and respect towards coaches,
parents, officials, spectators, the media and all other with whom you come in contact.
KNOWING YOUR ATHLETE- remember to put the athlete first, e.g. a young child
should be given equipment of an appropriate scale, the height of a pole might be adjusted
so the child learn the skill of shooting correctly. Knowing the developmental level of the
athlete and the techniques that will improve skill performance are important.

If the coach is to be fair to the athlete he/she must be prepared to do things differently for
different athletes in different situations. You need to learn about the athlete so collect
written information on the athlete from sources such as : the athlete, the parents, teachers
and previous coaches, friends of the athlete. This should include why the athlete is in the
sport, present skill and fitness levels, special medical needs the athlete may have, family
and other social relationships, relevant personality traits, leadership qualities special
nutritional needs etc. This is called an athlete profile.

INJURY AND PREVENTION

Although injuries occur in sports, injuries can be prevented, the following will assist in
preventing injures.
1 The medical history of the athletes should provide information on the
capability/limitations of the athlete, old injuries and allergies. Other medical
conditions may help prevent injuries and make coach aware of conditions and
situations that could be harmful to the athlete.
2 Recorded information assist the coach in knowing the maximum capability of the
athlete. Injuries often occur when athletes tries to perform outside capability.
3 Athletes often provide their own nutrition and health care. If coaches are aware
of the financial status of the athlete they can assess athletes ability to buy
protective equipment i.e. shoes and care for injures.
4 Always have a first aid kit at hand. A telephone should also be accessible.
5 Minor injures may become serious if not treated properly. Proper evaluation
should be done. Adequate warm up and stretching should be ensured at all times.
6 Physical fitness level should determine the amount of strain the body can
undertake, flexibility, strength, cardiovascular fitness should be taken into account
when deciding on workload.
7 Post a list of basic safety rules and enforce them.
8 Ensure the athlete is properly hydrated before, during and after training and
competition.
9 A record of all injuries will help the coach to understand injury patterns and then
plan strategies for the prevention of such injures.

UNIT 2
PLANNING

PLANNING A TRAINING PROGRAMME

The training programme should be designed in cycles. These are periods of time that
vary in length based on the training objectives for each period. There are three cycles:
MICRO CYCLE. This is made up of a series of practices, is usually 7-14 days in
duration and is directed at specific training goals that can be achieved and is directed at
specific training goals that can be achieved within the period.
MESO CYCLE. This is made up of 2-6 micro cycles of about 2-6 weeks duration. The
training is directed at achieving major training and competitive objectives.
MACRO CYCLES. This is the annual or seasonal plan that may last for as little as six
months to as much as four years. The outcomes of the macro cycle are a sum of all the
goals and objectives from the micro and meso cycles.
Training cycles are used to help the coach identify important training objectives and
sequence the training related to these objectives into smaller periods of time so all
objectives can be reached. Planning an entire programme for an athlete or a team is time
consuming but necessary. The time spent organizing athletes’ training time pays off in
better performance.

TRAINING PHASES.
There are generally three accepted training phases:
1. OFF SEASON- during this period training is non-specific but moderately active.
Body weight should be maintained at a level required for playing netball. This is
different for everyone. Activities can include participation in sporting and
recreational games for relaxation and enjoyment, running for 15 – 30 minutes 2 –
3 days per week. Fartlek training, interval runs and a weight training programme
which includes strength, endurance and power related activities, skill
development may also be done during the period.
2. PRE-SEASON- this period should be used to bring the players back to peak
condition. The anaerobic high-energy system for producing energy should be
emphasized. Activities lasting 5-10 minutes, fartlek runs, skills and fitness should
be worked together during this period. The players’ strengths and weaknesses
should be identified and worked on where necessary. Reaction drills, psychology
etc. can be done during this period along with team practices, and game analysis.
3. IN-SEASON- fitness work must be considered so the body does not loose its
conditioning. Aerobic work should be continued by including short 15-30
minutes runs and anaerobic content also continued by work/recovery /work
activities. At this stage the practices should be game related. Circuits with
strength and power work must be lighter than previously. Skills, tactics,
competition situations and team work and stressed. The in-season plan should
aim for the following balance between:-

Physical fitness and technical training

EARLY-SEASON 60% 25%
MID-SEASON 35% 40%
HIGH-SEASON 25% 75%

Assessment of performance during matches should be made and activities to assist the
player overcome her playing problems should be done.

PLANNING TRAINING SESSIONS.

When planning a practice session a coach should have clear goals in mind regarding:
1. PURPOSE: What is the purpose or objective of the practice? Which specific
technical or mental skills are to be practiced? What performance factor is being
trained?
 2. RESULT: What result is expected? What is the current level of proficiency? What
level of proficiency is expected?
3. ATTITUDE: What change in attitude am I expecting as a result of the new skill
learnt? How am I going to ensure the change lasts? What method shall I use?
4. COMMUNICATION: How is two-way communication between athletes and
coach and among athletes be developed? How will the skill be demonstrated and
practiced for best result? How will feedback be given? How will athletes be
motivated and self-esteem be promoted.
5. TIME: How much time should I spend on warm-up, each drill, cool-down? How
often should the team practice and for how long?
6. IDENTIFICATION: What specific fitness needs have been identified in the
athlete? What drills will be used?
7. CAPACITY: What are the abilities of the athletes to train? Can the athlete
perform the skill that is being taught?
8. ENVIRONMENT: Is the environment safe? Is it too hot? Is there anything in the
environment affecting the athletes’ performance? Does she fit in with the rest of
the team?
9. Is there enough equipment? Is the equipment safe?

FORMAT FOR TRAINING SESSIONS

WARM-UP: Prepares and mobilizes the body for the stress of exercise. Warm-up
reduces the likelihood of injury and set the mood for the session or game. Warm-up
should increase the body and muscle temperatures that lead to an increase in the rate at
which energy is used. The rise in temperature also increases the amount of blood and
oxygen reaching the active muscles and improves contraction and reflex times of
muscles.

Warm-up is usually divided into two parts:

a) GENERAL WARM-UP, which involves stretching and body movements that are
not specific to netball. This phase of warm-up is generally begun by jogging,
running in place, skipping or an active minor game could be used, followed by
stretching exercises designed to increase the range of movement at the joints.
This will assist in skill performance and act as a precaution against injury.
Stretching exercises should be performed slowly and gently without bouncy or
jerky movements. Regular breathing should be encouraged. Begin by stretching
the large muscles of the legs, and trunk then the smaller muscles of the arms and
neck.
b) SPECIFIC WARM-UP - should be a rehearsal of the skills used in the netball
game such as jumping, shadowing, dodging, shooting etc.

SKILL DEVELOPMENT: This section should involve a combination of both fitness and
skill training at different stages of the season, one aspect will be stressed more than
another. In early season fitness will be stressed, mid or high season skills, tactics etc. will
be stressed. The skill development is the heart of the session where new skills are
introduced and practiced and old skills are perfected. Practices should follow a set
progression e.g. individual practices with ball, partner work or small groups, add defence,
passive and active, then game like situation in appropriate areas of the court.

COMPETITIVE OR GAME SITUATIONS: This should develop the competitive instinct

and team spirit. Encourage realistic practices in the actual game situation. This may
require imposing conditions on the game, e.g. restrict the movement or effectiveness of
certain players.

COOLDOWN: This section is necessary to prevent blood collecting in the lower limbs
due to a combination of gravity and dilated vessels. Gentle rhythmic movements such as
walking or easy jogging is best. Stretching is also good. Cooling down also assist in
mental/psychological recovery. Bringing the mind and body down from a high.

PLANNING FOR A GAME:

Make a check - list, ensure things such as uniform, equipment, first aid, water and food,
transportation, officials etc. are in place. Remember to prepare your team by physically
warm-up and psychologically.

EVENT PLANNING:
When planning for an event you need to know the purpose of the event, e.g. is it a fund
raining event, or practice, a league etc? Know the people who will be involved in the
event in the event and those who will be assisting. These helpers should be divided into
before, during and after the activity. The before team may perform one or more of the
following:
1 Source equipment
2 Prepare a duty list
3 Prepare a safety list
4 Inform and liaise with important people such as parents, teachers, other clubs,
sponsors etc.
5 Prepare advertisement
6 Prepare programmes
7 Prepare athletes
8 Prepare grounds, buildings etc.
9 Prepare food
10 Arrange transportation, accommodation etc.

The During team may perform one or more of the following:

1. Prepare beforehand all material, equipment, food, necessary for the
day.
2. Have back up systems and persons at hand
3. Be at the assigned station early
4. Perform assigned tasks
5. Remain at the assigned task or station, until back up systems are tin
place.

The other team may perform one or more of the following:

 1. Organize clean up arrangements
2. Return all equipment rental/borrowed
3. Prepare reports and thank you notes
4. A meeting should be held shortly after the event. From this a checklist to
assist in future meetings should be made. Records should be kept of
supporters, sponsors and organizations that assisted.

PLANNING FOR A TOUR

1. Make contact with persons in country or town to be visited.
2. Seek sponsorship for travel and accommodation.
3. Make travel arrangements.
4. Seek permission for the visit from J.N.A.
5. Ensure all team members have travel documents.
6. Make arrangements for food while on tour.
7. Make travel checklist including departure and arrival times, Meeting
arrangements at destination, check in time, arrangements for pick-up and
ground transportation, latest time for check-in for players, appoint 2-3 luggage
handlers who check luggage in, name and count pieces, also on arrival, check
all luggage is clearly labeled.

UNIT 3
TRAINING PRINCIPLES AND METHOD

THE AEROBICAND ANAEROBIC SYSTEMS

The body uses up energy in two different ways.
AEROBIC ENERGY used for continuous movement. It is an important source for
activities that requires stamina and staying power. This system needs oxygen and uses
mainly fat and carbohydrates stored in the muscle for fuel. It does not produce lactic
acid. It is an important source of energy for games like netball that lasts longer than two
minutes and up to several hours. It is important to train this system to improve the energy
production ability of the muscles and develop the ability of the heart, lungs and blood
system to deliver fuels and oxygen. Continuous running, skipping fartlek training are
activities that can be used for training this system.

THE ANAEROBIC ALACTIC SYSTEM does not require oxygen. It uses energy stored
in the cells as fuel. It does not produce lactic acid (a waste product). It produces energy
for short, explosive bursts of high speed or for high resistance and tense activity lasting
up to 10 seconds. After this the athlete should be allowed to rest for 1.5 – 3 minutes to
allow energy buildup again.

THE ANAEROBIC LACTIC SYSTEM partially brakes down stored glucose (glycogen)
in the muscles and or glucose delivered by the blood. An end result of this system is
lactic acid that interferes with the efficiency of the muscles and causes the player to feel
tired. It takes 15 – 20 seconds to recover increased oxygen intake in rest periods, this is
important to remove the lactic acid buildup in the body. Studies have shown that
movements in netball tend to be short, sharp and high intensity followed by short periods
of rest.

Netballers tend to use the anaerobic system more than the aerobic system. Training
sessions should involve short bursts of high intensity activities followed by short rests. If
the oxygen supply system is efficient recovery will be faster therefore good aerobic
fitness is also necessary. Activities such as interval work, shuttle runs, and circuits that
involve twisting turning, jumping, throwing and shooting are important. If athletes work
at too great an intensity for too long a time in this system, they will be unable to continue
to perform skills with speed and accuracy because of the build up of lactic acid. They are
also more prone to injury when they are in extreme fatigue. After fatiguing activity, the
athlete should perform active cool-down activities (walking jogging, re-hydration,
stretching).

FITNESS TRAINING is important in any sport. There are fitness training methods that
can be used to develop and enhance fitness.
- Fartlek training. Fartlek means speed play. It is usually done over open country with a
variety of surface and slopes. Fartlek runs are done with a variety of pace, short, fast
bursts of 20 to 120 seconds, and steady runs. Other activities related to netball i.e.
driving off the right/left foot, jumps, twists, turns and bounding may also be included.
The advantages of this type of training are that students’ work at their own pace, a variety
of activities can be included. It fits morning or afternoon training, suits country areas but
can also be done in town areas and a large number of persons can work at once. The
disadvantage is that because supervision is loose students can cheat.
- Circuit training is a form of interval training. It can be done either with dosages
e.g. 20-30 repetitions on each activity or over a period of time conditioning. It
increases both aerobic, anaerobic and strength conditioning, and is an ideal way to
maintain conditioning during in season training. It can also be adapted to the
individuals needs and be used to improve skills or put the skill under pressure.
The disadvantage is that athletes sometimes cheat on the exercise or dosage.

- Weight training can be used as a part of a circuit or as a weight programme to

improve strength. It may be used as a part of the pre-season or in season training.
The main disadvantages are that it requires close supervision and injury may
occur.

- Overload: In order to continue to improve you must do more exercise than you
do in your normal game, that is overload your body. This can be achieved by
changing one of the following:- FREQUENCY the number of times you train
each week, DURATION how long you spend in training each day. INTENSITY
the amount of effort you put into a given activity, SPECIFICITY it is important to
train the muscles you use in netball e.g. a 5 minute run will have little effect on
the ability to make repeated passes during a game. The practice should be as
similar as possible to the type of action the game demands e.g. rebound jumping
 will not be improved by astride jumps rather by jumping high and stretching.
INDIVIDUALITY each individual will respond to a training programme
differently. Persons who are unfit when they begin will show rapid progress in
the first few weeks followed by much slower improvement. If they are very fit at
the start they will show a much slower rate of progress. Coached need to take this
into consideration and plan training programmes to meet the individual’s needs
and capabilities. REGUALRITY to be effective the training must be on a regular
basis. Strength is retained longer than endurance fitness but all aspects of fitness
will deteriorate if the usual level of activity is not maintained.

UNIT 4

OBSERVATION OF SKILLS, PLAYERS AND GAME ASSESSMENT

SKILL ANALYSIS
Skills may be broken down into an number of phases to facilitate observation. It is
important that the coach knows precisely what to observe and how to observe.
1. PRELIMINARY MOVEMENTS are movements made when getting ready to
perform a skill. At this stage observe the footwork, body position, movement.
2. BACKSWING are movements made just before performing a force producing
action. Observe for example the backward swing/movement of the arm in the
shoulder pass.
3. FORCE PRODUCING MOVEMENTS are movements that produce the desired
action of the skill. Observe the position and speed of specific body parts used in
the movement and get a sense of the direction of force and timing of the force
application.
4. THE CRITICAL INSTANT is the take off point, release of the ball, point of
contact. This is the point where the most important part of the skill occurs. This
is where the most important part of the skill occurs. It often passes very quickly.
It is the sum of all preliminary movement and is the outcome of the force
producing movement. Observe the different angles and positions, use video and
photographs if you can to slow or stop the action.
5. THE FOLLOW THROUGH is the movement produced after the critical instant
when the body or body parts slow down. Observe the direction of the body part
movement, rate of speed reduction, undesired or harmful body positions.

When observing the skill it is important that the coach identifies the reason for observing
the skill in order to know which aspect to observe e.g. why is the shot hitting the front of
the ring? The coach should:
a) Move around – different positions tell you different things.
b) Change the distance from which the observation is done.
Some movements are easier seen up close; others from a
distance.
c) Choose an environment with few distractions such as fast
moving objects; allow proper attention and focus.
ANALYSIS OF GAME USING SYMBOLS
Analysis of the performance of players in the game assists by:
1. Providing the coach and player with immediate feedback during the game and
subsequent coaching sessions.
2. Show up the need for specific types of training programmes.
3. Identifies specific strengths and weaknesses. The following symbols will help
to record or you can make up your own.
S = stepping (has own symbol because it occurs often)
M = other technical errors i.e. breaking for the center pass, deliberately kicking the
ball, double bounce, or double bat, infringement of toss-up, infringement at throw-in,
offside, incorrect passing distance, short pass, passing over a third, repossession,
rolling ball.
C = contact outside the goal circle
O = obstruction outside the goal circle
(C ) = contact inside the goal circle
(O) = obstruction inside of the goal circle.
T/ = toss up won
TX = toss up lost
/ = successful shot from play
X = unsuccessful shot from play
P/ = unsuccessful penalty shot
X = pass or catch not successful
I/ = interception (ball caught)
R = rebound caught
I = deflection (ball tipped or batted)

APPLYING THE SYSTEM

It is necessary to have a recorder who is experienced at coaching, playing or
umpiring. He/she needs to make quick judgments and record the items clearly. It is
important to have a consistent recorder. The coach should not do the recording. If
the advantage rule is applied the umpire states the infringement but does not stop
play, the appropriate symbol is recorded in the normal way.

The sheets should be prepared previous to the game and actions recorded as they
occur. The records can be evaluated quarter by quarter and appropriate changes made
to improve the effectiveness of the team. This analysis will assist the coach to make
changes. The action can be stopped or replayed so the movement or strategies can
easily seen and discussed.
UNIT 5
SKILL DEVELOPMENT TACTICS AND STRATEGIES USED IN THE GAME

This unit will be a practical one where participants prepare and share drills and
activities related to a skill or strategy of their choice.
 UNIT 6
NUTRITION
The basic diet requirements are protein, carbohydrates, fats, vitamins, minerals,
liquids and roughage. Participation in sports disturbs homoeostasis (the chemical
balance of the body) and nutrition plays an important role in returning it to normal as
quickly as possible.

Of the 3 basic nutrients PROTEINS is the only one essential to the body, the cells
require proteins for rebuilding especially the muscles in sportsmen/women. During
activity the muscle protein is broken down. Protein is the body’s only source of
nitrogen, and animal protein has been found to work best. Netballers must have
normal intake of protein so they can make split second decisions. Approximately
18% of a netballer’s energy requirements should probably be in the form of protein.
Foods rich in protein in order of rating are eggs 100%, fish /meat 70% soybeans 69%
rice 56% corn 41%.

CARBOHYDRATES are not essential to the body but are the most convenient source
of energy. The body can manufacture carbohydrates from proteins and fat. About
50% of notballers total energy demand is in the form of carbohydrate large intake of
sugars i.e. glucose drinks and tablets can trigger off the insulin reaction and reduce
blood sugar levels. In very hot weather carbohydrates should supply 60% of energy
requirements. Food rich in carbohydrates are rice 86.8 g per 100 g cornflakes 85.4
honey 76.4 jam 69.2 bread (white) 54.3 (brown) 48.3 potatoes (boiled) 19.7 bananas
19.2 apples 12.0.
FATS
The technical term is lipids. They contain massive stores of energy but are wasteful
in their use of oxygen. Fats provide about 2 times as much energy as carbohydrates
although when the body is working at almost full capacity, it is forced to the
carbohydrate source. Fat is important to the body for it binds the fat-soluble vitamins
that insulates the body. The total amount of fats necessary for healthy living should
be approximately 20% of the overall energy requirements. Margarine 81.5 butter 81.0
nuts 53.5 cheese 34.5 pork 29.6 eggs 10.9

VITAMINS
Act as the catalyst of nutritional chemistry. They speed up or make more efficient the
chemical process involved in getting the nutrients from the food that we eat.
Vitamins are divided into 2 basic classifications, those which are fat-soluble, vitamins
A,D,E, and K and the water-soluble vitamins B and C. The latter is of important to
women, it is important to women, it is obtained through yeast i.e. brown bread.

MINERALS basically act to form 2 groups:

1. Those essential for the fluid/salt balance, these are sodium, potassium and
chlorine.
2. Those for the well-being of tissue such as calcium, phosphorus,
magnesium, zinc and iron.
 CARIBBEAN FOOD GROUPS
STAPLE FOODS: These provide energy for the grain and nervous system. Below are
examples of staple foods and amounts that make up a daily serving.
Rice, eddoes (small yams) cassava, macaroni, spaghetti, bread, yams, Irish potatoes,
sweet potatoes, green bananas, breadfruit, cornmeal, biscuits, cereals.
TIPS FOR SERVING:
Bread – whole grain
Rice and ground provisions – boiled or steamed
Cereal – with fruits instead of sugar
Macaroni – use with tomato catsup.
Avoid too much cake, sweet biscuits, potato chips etc. Although they are high in
carbohydrates, they are also high in fats.
SAMPLE OF ONE SERVING
½ cup rice/macaroni/spaghetti, slice bread, ½ cup yam, green banana, eddoes, potatoes,
cornmeal, cassava, breadfruit ¾ cup cereal, 6 biscuits.

LEGUMES: These area rich in nutrients and are a good supply of protein. Examples are:
Red beans, green peas, pigeon peas and other types of peas, peanuts broad beans string
beans lentils.
TIPS FOR SERVING: Do not cook with fatty meats, which contain large quantities of
fat (e.g. salt pork). Avoid using oil in cooking
SAMPLE DAILY SERVING 2 – 4 servings or one serving ½ cup peas or beans.

DARK GREEN LEAFY AND YELLOW VEGETABLES

These are rich in vitamins and minerals. Examples of these are: Callaloo, Caraille,
spinach, Patchoy/Chinese cabbage, Ochroes, egg plant/Melonange (Aubergine), squash,
Pumpkin.
TIPS FOR SERVING: Use salad dressing sparingly, avoid frying, serve without butter
or margarine.
DAILY SERVING 2-4 servings
SAMPLE OF ONE SERVING ½ cup of any listed vegetables

FRUIT, these are rich in vitamins and minerals. Examples of these are:
Mango, citrus fruits, paw-paw, West Indian melon, golden apple, custard apple, ripe
banana, pineapple.
TIPS FOR SERVING: Eat a variety of fresh fruits daily, use unsweetened fruit juice for
drinks. Bananas and mangoes are to be eaten in moderation. Avoid sprinkling sugar or
salt on fruit. Serve fruits without syrup. Use milk instead of whipped cream. Avoid
serving with jam or jelly. NB sweets, jams and jelly are high in carbohydrates but they
provide little other nutrition.
DAILY SERVINGS 3-8
SAMPLE OF ONE SERVING 1 cup unsweetened juice, I slice paw-paw, water melon,
plums, 3-4 tbs. dried fruit

FATS AND SUBSTITUTES

The coach should guard the athlete against consuming too much fat. Examples of these
are: margarine, salt pork, Avocados, mayonnaise, ripe coconuts, shortening, lard, cashew
nuts, sesame seeds, Soya bean, butter oil, Ackee.

TIPS FOR SERVING

Fat is necessary for the assimilation of some vitamins and minerals. Eat small amounts
of fat as the body tends to store it. Excessive stored fats tend to add unnecessary weight
and limit performance. Excessive stored fats also linked to cardiovascular problems.
DAILY SERVING 2-4
SAMPLE OF ONE SERVING: 1 teaspoon oil, butter or margarine, 1 inch cube of salt
pork, 1teaspoon mayonnaise 1/8 small avocado.

FOOD FROM ANIMALS AND FISH

These provide the nutrients for growth and repair of muscles, bone and other tissues
Examples of these are: Poultry, fish, eggs, cheese, milk, beef, mutton, and pork.
TIPS FOR SERVING: Bake, roast, steam. Use meat canned in water not oil. Remove all
visible fat. Avoid frying: Avoid cuts with high fat content.
DAILY SERVING 2-6
SAMPLE OF ONE SERVING: 1 drumstick, 4 oz meat, 1-2 eggs.

DIET AND DISORDERS

In the Caribbean eating disorders are not prominent, perhaps the major problems a coach
will have in ensuring that their athletes maintain a balanced diet will be those of
economics and cultural. Athletes may not eat a balanced diet because they cannot afford
meat or fish. Allergies to animal protein may also require a diet without meat and
sometimes taboos promote unbalanced diets. In the Caribbean, there is a tendency to
consume large amounts of foods high in refined sugars and starches and low in proteins,
vitamins and minerals as well as foods high in salt and spices. These foods are often
cheaper and more easily available. Coaches must seek to influence the eating pattern of
their athletes.

However there are two major eating disorders that coaches especially of young girls
should be aware of, they are:
1. ANOREXIA NERVOSA. This is a serious psychological condition resulting
in malnutrition and a risk of death. This condition affects young people
usually between the age of 13 and 20 and is more common in females than
males. The coach needs to be able to recognize the early signs of this
condition. These signs include:
- loss of appetite
- refusal to maintain body weight at or above minimal requirements for age and
height.
- Intense fear of gaining weight, even when underweight
- Weight gain dominates every conversation or self - evaluation report.

The coach should seek professional help for the athlete as soon as more than one of
Signs of anorexia emerge. Teasing and jokes about size, shape or physical
Appearance of athlete should be avoided.

2. BULIMIA NERVOSA
This condition usually affects persons between 16 and 18 years of age. It is more
prevalent in women and men. It results from uncontrolled or rapid ingestion of large
amounts of food (binge eating) over a short period of time. This is often followed by
(purging) self-induced vomiting, use of laxatives or diuretics, fasting or vigorous
exercising aimed at preventing weight gain. It is most common in depressed persons
or in those with a family history of depression and obesity. Other psychological
problems may also be contributing factors.
SIGNS OF BULIMIA NERVOSA ARE:
-Exhibit anger, impulse behaviour, anxiety and depression
-be loners (e.g. eating alone, isolation self from group)
-smell of vomit and have related dental problems.

The coach should seek professional help for athlete showing these signs. The coach
should support the athlete by encouraging the eating of well - balanced meals.
Teasing of physical appearance of athlete must be discouraged as this is often linked
to these disorders.

UNIT 7
PSYCHOLOGY

GOAL SETTING is important because it helps the individual or team to determine

what they would like to achieve in their given sport. It is crucial to have a dream
goal, to fantasize about playing for Jamaica, or being on the team when Jamaica beats
Australia or New Zealand to win the world championship. However, it is better to
break this major long-term goal down into smaller, specific, realistic and attainable
steps that specify how you will achieve your dream goal. For example, first step
make the school team, then play for a major club, make the age group national teams,
when the senior national team.

Athletes can also set performance goals in the same way. After they have done this
they then set specific goal for individual training session or individual match e.g.
today I will work on getting my feet in the correct position to make the shoulder pass,
keeping the ball flat and hard.

IMAGERY is the most basic form of thing. If asked to think about the best netball
game you have ever seen, you will mentally bring to life the game, see the passes, the
goals from the edge of the circle etc. If however asked to think about the best game
you have played, you might see yourself on court but you might also feel how your
muscles felt when you played well, hear the sounds you heard, and remember the
mood or emotions associated with playing well. Images can be used to help the
athlete learn skills by thinking about them visualizing the skill and its correct
execution. It can also be used to prepare before a match. After visualizing these
images put them into practice, there is no substitution for physical practice.

Coaches can use cue words to create images it assists athletes to learn and refine
skills. Rather than technically describing how to perform a skill, they can use and
expression to help emphasize the feeling of performing skill well e.g. ‘whip the ball’
to emphasize flicking the wrist, or ‘drive hard’ to explain a strong lead.

COPING WITH STRESS

Not everyone can deal with the stress of a final for example. It is not always the final
that make you anxious, but the way you think about the final. If you think positively
about your symptoms of stress i.e. butterflies means you are excited and ready to
play, no butterflies I won’t play well, you will feel in control of your nerves and play
well. Athletes need to take note of how excitement affects their performance and be
able to identify patterns and how particular emotions affect their performance.

Medication can help some athletes to cope with stress. Deep breathing, relaxing the
muscles, focusing on the job at hand can also help, this is called centering. Make
positive and realistic statements about yourself and your abilities as a netballer that
you know are true, such as I am a powerful and fast player, I enjoy playing netball,
will help to steady the nerves. This technique is called affirmations. Trying to
control the things that you can control will also give you confidence, e.g. what you
say, your emotions, what you eat, as opposed to thinking about what the spectators
will do, who the umpires are and the final score, which will raise your level of
anxiety.

PREPARING FOR MATCHES

Developing routines and planning how you will handle possible upsets help to reduce
the unknown and to provide a sense of consistency and control over what you are
doing. Familiarize yourself with the things you like to do or think about before a
match. Begin your routines as far in advance of the match as you like, e.g. eating
early, sleeping, stretching, warm-up, think abut your first shot, etc.