Coaching and Officiating of Games

Lesson notes

Learning Objectives

Indicator: 3.3.4.LI.2 - Employ the concepts and principles of coaching in the performance of combat sports.

By the end of the lesson, learners can:

Demonstrate at least three coaching principles (e.g. sequential skill progression, corrective feedback, and athlete safety) while leading a partner through a combat sports drill in Tae Kwon Do or Judo.
Apply the principle of individualised instruction by modifying one coaching cue or drill to suit a partner’s skill level during guided practice.
Analyse a short video clip of a combat sports bout and identify two coaching decisions that influenced the athlete’s performance, explaining the reasoning behind each.
Execute a 5 to 7 minute peer-coaching session for a combat sport technique, using a pre-prepared coaching plan that includes a warm-up, skill breakdown, and feedback.
Justify, in a group discussion, why athlete safety and injury prevention are non-negotiable coaching principles in combat sports, citing at least one Ghanaian sporting example.

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Curriculum details

Strand: Academic and Career Pathways (Strand 3)
Sub-strand: Coaching and Officiating of Games (3.4)
Content standard: 3.3.4.CS.1 - Demonstrate understanding in the application of the concepts and principles of coaching combat sports (e.g. Tae Kwon Do, Judo, Karate, Wrestling, Kickboxing, Jiujitsu, fencing, boxing Tai Chi etc.) 3.3.4.LO.1 Apply concepts and principles of coaching and officiating to improve performance and management of target / batting and fielding games
Indicator: 3.3.4.LI.2 - Employ the concepts and principles of coaching in the performance of combat sports.
Suggested placement: Semester 2, Week 15 (Week 35 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.121: the document prints this learning-indicator code as "3.3.LI.2", without the sub-strand segment. The page's content standard is 3.3.4.CS.1 and the assessment on the same baseline is 3.3.4.AS.2, so the missing segment is 4
Curriculum reference: NaCCA curriculum document, p. 121

Exemplars (from the NaCCA curriculum)

Activity-based learning: Learners in groups, role play coaching and officiating of target/batting and fielding games.
Project-Based Learning: Learners play coaching and officiating roles in their various schoolhouse teams as well as in their community teams to improve performance excellence in target/batting and fielding games.
Assessment (3.3.4.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Balls (Handball, Volleyball, Netball, Basketball, Hockey)
- Table Tennis Board and net
- Table tennis rackets and balls
- Bibs
- Whistles
- Projector
- Laptop
- Cell phone
- Markers
- Cones etc.