Canada Basketball Train to Train Coach Portfolio - NCCP - Intro to Competition Advanced
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Canada Basketball
Train to Train
NCCP - Intro to Competition Advanced
Coach PortfolioThe National Coaching Certification Program is a collaborative program of the
Government of Canada, provincial/territorial governments,
national/provincial/territorial sport federations, and the Coaching Association of
Canada.
Partners in Coach Education
The programs of this organization are funded in part by Sport Canada.
Printed in Canada
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball
Train to Train – Coach PortfolioUnless otherwise indicated, images and pictures contained in this document are
the property of HEMERA TECHNOLOGIES INC. They are used under license
and are copyrighted.
Some images contained in this document are the property of CARDISPORT and
are copyrighted.
! This document is copyrighted by the Coaching Association of Canada and
Canada Basketball and its licensors. All rights reserved.
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball
Train to Train – Coach PortfolioVersion 2.1 - 2013 © Coaching Association of Canada and Canada Basketball
Train to Train – Coach PortfolioTable of Contents
Contents Page
Introduction 2
Task 1: Coach Profile 3
Task 2: Parent Meeting Communication 4
Task 3 Seasonal Planning Calendar 5
Task 4: Early, Mid, Late Season Planning 9
Task 5: Early, Mid, Late Practice Planning 13
Task 6: Emergency Action Plan 17
Task 7: Mental Training in a Practice 19
Task 8: Mental Training in a Game 21
Task 9: Pre-Game Nutrition 22
Task 10: Game Planning 23
Task 11: Competition Self-Evaluation 27
Task 12: Make Ethical Decisions 31
Task 13: Assessment Forms (self, association, parent, athlete) 34
Task 14: Coach Action Steps 46
Task 15: Contact your PSO to arrange a debrief with an evaluator 47
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 1
Train to Train – Coach PortfolioIntroduction
Congratulations on taking the first step towards achieving certification as a TRAIN TO TRAIN
COACH. As a first step in the certification process you will be required to complete the COACH
PORTFOLIO. The completed portfolio must be submitted to your evaluator. The following
diagram illustrates the steps you must take.
Step 1: Step 2: Step
Step3:3: Step 4:
Register for Train Complete Engage in formal Engage in debrief
MOVEMENT
to Train certification requirements of observation of a with Evaluator
COACH
through the Portfolio including
and send practice session
upon and to schedule
certification
provincial website MED, a video PSO
to accredited of upon approval
portfolio from
approval an Action Plan for
through the Be
or by contacting Evaluator
you in competition Evaluator
from Evaluator. further coaching
One website
your P/TSO. Your and send to your initiatives.
P/TSO will guide P/TSO assigned
you to your and accredited
evaluator Evaluator
The purpose of this portfolio is to:
1. Provide you with an opportunity demonstrate certain coaching competencies.
2. Share ideas and concepts with other coaches.
3. Develop an action plan for future development.
The portfolio will require you to complete the following tasks:
Task 1: Coach Profile
Task 2: Parent Meeting Communication
Task 3 Seasonal Planning Calendar
Task 4: Early, Mid, Late Season Planning
Task 5: Early, Mid, Late Practice Planning
Task 6: Emergency Action Plan
Task 7: Mental Training in a Practice
Task 8: Mental Training in a Game
Task 9: Pre-Game Nutrition
Task 10: Game Planning
Task 11: Competition Self-Evaluation
Task 12: Make Ethical Decisions
Task 13: Assessment Forms (self, association, parent, athlete)
Task 14: Coach Action Steps
Task 15: Contact your PSO to arrange a debrief with an evaluator
Instructions for each of these tasks are included in the portfolio. The standards for the
evaluation are included in the Appendix, identifying an evaluation matrix for each coaching
outcome.
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 2
Train to Train – Coach PortfolioTask 1 - Coach Profile
Name CC #: C C
Surname First Name
Apt. Street
Address
City Province Postal Code
Phone
( ) ( ) ( )
Home Business Fax
E-mail
Best time for evaluator to contact for a debrief __________ Number to contact ________________
Number of years coaching
Primary context of athlete
coached
Name of Club / School
Association
Previous involvement in
sport (player, referee,
administrator)
Context Description
Number of practice before first
Number of Athletes
competition
Youngest Athlete’s Age Average length of practice time
Oldest Athlete’s Age Number of practices / week
Number of practices in the
Starting date
season
Number of competitions in
Ending date
the season
Comments:
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Train to Train – Coach PortfolioTask 2 – Parent Meeting Communication
Provide the communication tool (s) that you would use in your parents meeting that outlines:
The agenda outline of the meeting
Your philosophy
Objectives for this team and for the season
Expectations of player behavior and commitment
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Train to Train – Coach PortfolioTask 3 – Seasonal Planning Calendar
Enter your practice and game schedule for the season or submit your own. Be sure to indicate the early, mid and late seasons.
Month: Year: Month: Year:
Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun
Month: Year: Month: Year:
Mon Tues Wed Thurs Fri Sat Sun Tues Wed Thurs Fri Sat Sun
Month: Year: Month: Year:
Mon
Mon Tues Wed Thurs Fri Sat Sun Mon
Mon Tues Wed Thurs Fri Sat Sun
Month: Year: Month: Year:
Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat SunSeasonal Planning Calendar
Month: Year: Month: Year:
Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun
Month: Year: Month: Year:
Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun
Month: Year: Month: Year:
Mon
Mon Tues Wed Thurs Fri Sat Sun Mon
Mon Tues Wed Thurs Fri Sat Sun
Month: Year: Month: Year:
Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun
Mon Version 2.1 - 2013 © Coaching Association of Canada
Mon and Canada Basketball 6
Train to Train – Coach PortfolioSeasonal Planning Calendar
Month: Year: Month: Year:
Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun
Month: Year: Month: Year:
Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun
Month: Year: Month: Year:
Mon
Mon Tues Wed Thurs Fri Sat Sun Mon
Mon Tues Wed Thurs Fri Sat Sun
Month: Year: Month: Year:
Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun
Mon Version 2.1 - 2013 © Coaching Association of Canada
Mon and Canada Basketball 7
Train to Train – Coach PortfolioVersion 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 8
Train to Train – Coach PortfolioTask 4 – Early, Mid, Late Season Planning
Now that you have finished your full season calendar overview, select one week out of each of
early, mid and late seasons.
Using the following worksheets (or provide your own), prepare a week overview for each of the
weeks you selected out of the seasons that includes the following:
• The objective of the week – what are your weekly goals?
ie
• The athletic abilities to train - which athletic abilities will you train and give a brief d?
description of the exercises (what and how) and when this will be accomplished.
h
• The basketball skills and concepts - give a brief description of the exercises (what
and how) and when this will be accomplished.
it
o Be sure to reference what Stage of Skill Development (initiation,
acquisition, consolidation or refinement) your activity is targeting
o How is this relating back to your goals for the week?
o What are the key teaching points?
o What interventions do you anticipate using?
h
o How the skills and concepts are loaded in a logical sequential order
with your practice
o What decision-making is being trained at this point in the season?
• Practice conditions – any specific conditions to be aware of, events that may be to
unique to the week? What is the atmosphere of the practice relative to the part
the season?
• How many total hours of practice is in this part of the season?
• How many total hours of competition is in this part of the season?
• Number of training sessions per week
• Length of activities in the practice
g
Note: Your plan does not have to fit within the single page provided. This is just to give
you a guide.
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball
Train to Train – Coach PortfolioEarly, Mid, Late Season Planning
Fill out the tables below focusing on how it would be applied to each part of the season.
EARLY SEASON Total weeks: Week of:
# of practices and hours in early season: # of competitions and hours in early season:
Ave amount of practices a week: Ave length of practices:
Training Descriptions
Objective
What are your goals for
the week?
Athletic abilities
Skills
Concepts
Practice conditions
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 10
Train to Train – Coach PortfolioEarly, Mid, Late Season Planning
Fill out the tables below focusing on how it would be applied to each part of the season.
MID SEASON Total weeks: Week of:
# of practices and hours in early season: # of competitions and hours in early season:
Ave amount of practices a week: Ave length of practices:
Training Descriptions
Objective
What are your goals for
the week?
Athletic abilities
Skills
Concepts
Practice conditions
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Train to Train – Coach PortfolioEarly, Mid, Late Season Planning
Fill out the tables below focusing on how it would be applied to each part of the season.
LATE SEASON Total weeks: Week of:
# of practices and hours in early season: # of competitions and hours in early season:
Ave amount of practices a week: Ave length of practices:
Training Descriptions
Objective
What are your goals for
the week?
Athletic abilities
Skills
Concepts
Practice conditions
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 12
Train to Train – Coach PortfolioTask 5 – Early, Mid, Late Practice Planning
Now that you have clear objectives for specific weeks in the early, mid and late seasons, select a
practice from each week and create a detailed practice plan. You can use the templates provided
or submit your own, however the three plans should include:
o Goals/Objectives of the practice
o Date, time location, number of athletes, level of athletes
o An Introduction
o Warm up and cool down
o Practice activities show:
! basic concepts of decision training
! contribute to development of specific physical abilities ( work rest
ratios, target intensities)
! effective descriptions (explanations, key points, diagrams)
! stage of skill development is identified (acquisition, consolidation,
refinement)
! linked back to overall goal and objective
! equipment needs if applicable
! organizational needs such as rotations and or subs
! if the skill is being developed, maintained or consolidated
o An activity on shooting (teaching components)
o Length of the drill or the time of its occurrence in practice
o The roles of any supporting staff during stages of the practice (assistant
coaches) and how they may be supporting the key teaching points
o Organization of number of reps, rotations of players, subs, equipment
needed, roles of injured players/manager/assistants should be represented
o A Conclusion
Note: Your plan does not have to fit within the single page provided. This is just to give
you a guide.
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 13
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Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 16
Train to Train – Coach PortfolioTask 6 – Emergency Action Plan
What is your specific plan for injuries?
Select two common injuries that may occur in a game or practice and answer the following
questions for each.
What happens when this injury occurs?
How do you know when they can resume play?
Injury:
Injury:
Provide your Emergency Action Plan for your team.
This plan should include:
• Emergency phones, their locations
• Emergency numbers
• Directions and maps for hospitals for practice and competition venues
• Medical Profiles for each athlete
You can use the one provided on the next page or your own submission.
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 17
Train to Train – Coach PortfolioEMERGENCY ACTION PLAN
911
EMERGENCY
PHONE #’s
Checklist:
Coach: " Location of telephones are identified (cell or land lines)
PH: ( ) " Emergency telephone numbers are listed
" Cell phone, battery well charged
Coordinator: " Change available to make phone calls from a pay phone
PH: ( )
Address of Facility: DIRECTIONS: Provide accurate directions to the site:
FACILITY ADDRESS
Address of Nearest Hospital:
NAME:
Roles and responsibilities
CHARGE PERSON
PH: ( ) • Clear the risk of further harm to the injured person by securing the area and
shelter the injured person from the elements
ALTERNATE 1: • Designate who is in charge of the other participants
• Protect yourself (wears gloves if he/she is in contact with body fluids such as
blood)
PH: ( ) • Assess ABCs (checks that airway is clear, breathing is present, a pulse is
present, and there is no major bleeding)
ALTERNATE 2: • Wait by the injured person until EMS arrives and the injured person is
transported
• Fill in an accident report form
PH: ( )
NAME:
Roles and responsibilities
CALL PERSON
PH: ( )
• Call for emergency help
ALTERNATE 1: • Provide all necessary information to dispatch (e.g. facility location, nature of
injury, what, if any, first aid has been done)
• Clear any traffic from the entrance/access road before ambulance arrives
PH: ( ) • Wait by the driveway entrance to the facility to direct the ambulance when it
arrives
ALTERNATE 2: • Call the emergency contact person listed on the injured person’s medical
profile
PH: ( )
Participant profile information and emergency contact information
PARTICIPANT INFORMATION is attached (Where)
FIRST AID KIT Location of First Aid Kit is identified (Where)
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 18
Train to Train – Coach PortfolioTask 7 – Mental Training in a Practice
a) Use the table below to outline when you think each of the mental skills might best be trained. To
help you complete this exercise, you may want to use some of the following terms (explanations in
brackets) in the table below as you consider managing focus and negative anxiety, as well as goal
setting:
Managing Focus and Anxiety Goal Setting
# Introduce skill # Team meeting
# Develop athlete awareness # Identify goals
# Develop skill # Set outcome goals (competition results/self
# Refine skill improvement)
# Simulation (apply basic skills to sport # Set process goals
context) # Set individual goals
# Develop performance routines (integrate # Set team goals
mental skills into performance preparation # Monitor
routines or ‘rituals’)
# Assess
# Refine performance routines
# Re-evaluate
# Implement performance routines
# Debrief
# Debrief
Time of the Season
Mental Skill Beginning Middle Around Key End
Competitions
Goal Setting
Managing
Focus
Managing
Negative
Anxiety
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Train to Train – Coach Portfoliob) It’s a good idea to have a seasonal road map for mental preparation, but when during practice
are you actually going to fit in this training?
Take an activity or drill from one of your practice plans in Task 5. Show below how you would
integrate an aspect of mental training in a warm up, main or cool down.
Warm up:
Main:
Cool Down
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Train to Train – Coach PortfolioTask 8 – Mental Training in a Game
In game mental training is an important skill for athletes to practice.
1. What is your pre-competition strategy and examples of in game strategies that
you would put in place to help athletes the following:
• Manage focus
• Manage negative anxiety
• Manage distractions
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Train to Train – Coach PortfolioTask 9 – Pre-Game Nutrition
Planning out an athlete’s pre-game nutrition and hydration is important to their
performance and well-being.
1. Provide the pre-game guidance that you would provide to athletes/ parents on
pre-competition and post-competition nutrition.
2. Provide the pre-game guidance that you would provide to athletes/ parents on
pre-competition post-competition hydration
3. What specific guidance do you provide to the athletes/parents on hydration
during competition?
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 22
Train to Train – Coach PortfolioTask 10 – Game Planning
Prepare a game plan for a game. Ideally this should be the game that you will have filmed for
the evaluator to see. The plan should include the following:
• Introduce your concept of play
• Logistical procedures
• Communication
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 23
Train to Train – Coach PortfolioGame Planning
Concept of Play
Present a concept of play that is appropriate for this stage of development that you want to
emphasize in the game.
• What skills (fundamental movement and basketball) are required?
• What decisions making skills will be necessary for the athlete to successful execute the
concept?
• What stage of Stage of Skill Development are the players currently at with the skill(s)?
• What mental training has been done to enhance the concept?
• How does the concept fit into 5 on 5 – (early, mid, late clock)
• How would you defend the concept?
Concept of play _____________________________________________________
Required
Basketball skills Fundamental Decision making Stages of Skill
movement skills Development
Mental Training - focus, anxiety goal setting when can they be applied?
Where does the concept fit?
Early clock Mid clock
How would you defend the concept?
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Train to Train – Coach PortfolioGame Planning
Game Day Logistics / procedures
Arrival at gym / travel/
game prep ahead of
time
Meeting time / topics
Set up of bench
! time
Subs
Time outs
Post game
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Train to Train – Coach PortfolioGame Planning
Communication
How do you convey the game plan?
What concepts do you plan to emphasize in the game? How do you plan to intervene?
Observation
What do you watch and do? What is the role of Assistant Coach ? Players? Others
Head coach
Assistant coach
Players
Others
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Train to Train – Coach PortfolioTask 11 – Game Self-Evaluation
Film a full game in which you are the head coach and submit it to your evaluator along
with your self-evaluation below.
Make sure the video contains the following:
• A full game, including your teams warm up
• The entire view of the half of the court (the side that your bench is on)
• The camera is aligned for the ability to view the bench and you as the
coach
• That there is no obstruction that blocks the view of the game
Warm up:
Describe your warm up that your team runs as seen in the video (if there was a
shortened warm up time, describe your typical warm up)
This should include the activities, their length of time, their key points and any roles staff
may take during this time.
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Train to Train – Coach PortfolioGoals for this competition
What were your goals that you set out for this competition?
Did you feel like they were met? (why or why not)
Self-Evaluation
1. Watch your game video and count how many times you give feed, error
detection, error correction or instruction to:
The players Subs
The The players Subs after Assistant
Quarter on the before they
officials on the floor they enter coach/staff
bench enter
1st Q
2nd Q
3rd Q
4th Q
Total
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Train to Train – Coach Portfolio2. After reflecting on the results above what would you:
a. Change
b. Keep doing
c. Stop
3. How would you describe your body language
a. During the first half/
b. during the second half
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Train to Train – Coach Portfolioc. During timeouts
d. When communicating to the athletes
e. If communicating with the official
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Train to Train – Coach PortfolioTask 12 – Make Ethical Decision
Make Ethical Decisions
Choose two of the following scenarios and make use of the ethical decision making process:
1. Your team has a 6:00 PM league game on Friday night in a town two hours away. The
team is scheduled to depart from the parking lot, of the gym where you practice, at 3:00
PM. Three cars are scheduled drive the team, your car can comfortably fit four people.
One parent has agreed to take six and the other will take five. This covers the 15 people
who make up the team. Just as you are about to depart the 17 year old brother of one
of the players ,shows up. He claims his father had an emergency and said it was ok for
him to take his place and drive the six players.
2. In your preseason meeting with parents and players you had all agree that when
travelling the players should "dress appropriately". It was agreed that as a team you
wanted to present a positive image. As you are about to leave for a play-off game the
last two players arrive. Their dress is somewhat inappropriate. There is no time for the
players to return home and change without making the rest of the team late for the
game.
3. At the first game of the season one of the parents of your team is shouting at the
referees. At first he is just questioning the calls. As the game progresses he begins to
make his comments personal, questioning the intelligence and honest of the officials.
You notice that this is visibility upsetting his son.
4. As practice begins at 6:00 PM you notice that one of the players is absent from your
competitive team. You ask the other players if they know anything about Sally's
absence. Everyone says Sally's was in school. You can tell by the players looks that
they know more, but are not willing to divulge any other information. 15 minutes later
Sally shows up. You allow her to join practice making a note to talk to her about her
lateness. After practice you pull her aside and ask why she was late. After some
prodding she explains to you that she has to stay at home and babysit her little brother
so her mother can work. She hopes it will only means she is late for practices, but her
mother is on shift work at it is at the discretion of her boss. She may have to miss other
practices and games.
5. Your team has been picked and has just competed in the first game of the year. Most of
the players on the team have been together for a number of years, playing on the same
club team. One new boy, Peter, just moved into the area. Peter became a starter
replacing Sam. The next day in comes to your attention that Sam has updated his
Facebook status with some derogatory comments about Peter.
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Train to Train – Coach PortfolioEthical decisions making process
Step 1
Establish the facts
Step 2
From the facts determine what is at stake – is it legal or ethical
Ethical
Step 3
Consider potential options for actions or decisions and the consequences of each.
Step 4
Assess the pros and cons of each option
Step 5
Select the best option
Step 6
Implement the decision and manage the consequences
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 32
Train to Train – Coach PortfolioEthical decisions making process
Step 1
Establish the facts
Step 2
From the facts determine what is at stake – is it legal or ethical
Ethical
Step 3
Consider potential options for actions or decisions and the consequences of each.
Step 4
Assess the pros and cons of each option
Step 5
Select the best option
Step 6
Implement the decision and manage the consequences
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Train to Train – Coach PortfolioTask 13 – Assessment Forms
(parent, association, athletes, and self)
Parent Assessment Form
This assessment form is to be completed by a parent of one of the participants who would have
experienced your working with the players. This form must be submitted as part of the coaching portfolio.
Coach Name
Surname First Name
Number of times you witnessed the coach working with the children ______________
For each item listed below, use the following rating scale to rate the coach candidate.
1 2 3 4
Strongly Disagree (SD) Disagree (D) Agree (A) Strongly Agree (SA)
Rate each statement below by placing an X in the appropriate box
to the right. SD D A SA
The coach ensured that the game environment had minimal
1
safety risks. 1 2 3 4
2 The coach responded to injuries that occurred during the game.. 1 2 3 4
The coach ensured that the players arrived on time to be properly
3
prepared for the competition.
1 2 3 4
The coach used concepts that were too challenging and or
4
dangerous for the athlete’s level of development.
1 2 3 4
The coach provided specific goals for the athletes to achieve
5
during games.
1 2 3 4
The coach assisted the athletes in developing positive values and
6
behaviors that could be used in other areas of their lives.
1 2 3 4
The coach ensured that all equipment was available and ready to
7
use for the game.
1 2 3 4
The coach scolded and punished athletes when not performing to
8
expectations. 1 2 3 4
9 The coach provided positive feedback that helped the athletes to
improve. 1 2 3 4
10 The athletes had fun. 1 2 3 4
11 The players received meaningful playing time that was
appropriate.
1 2 3 4
12 The players skill level improved over the course of the season. 1 2 3 4
13 The athletes fitness level improved by taking part in this program. 1 2 3 4
14 The athletes have the ability and desire to play next year. 1 2 3 4
15 The coach held a parent meeting at the beginning of the program. 1 2 3 4
Please complete the following questions:
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 34
Train to Train – Coach PortfolioThe one thing I liked the most about the coach was his/her ability too"?
An area in which the coach could improve his/her ability too"?
In what area(s) did the players improve?
The best activity the players did was"?
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Train to Train – Coach PortfolioHow did the coach ensure the players had fun?
How did the coach make sure the players improved their skills?
Parent
Print Name Sign Name Date
By signing this assessment you are endorsing that the coach candidate is ready to be formally observed by an Evaluator in a
practice.
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Train to Train – Coach PortfolioTask 13 – Assessment Forms
Association Assessment Form
This assessment form is to be completed by someone from your association who has witnessed you
coaching the players during the season. This form must be submitted as part of the coaching portfolio.
Coach Name
Surname First Name
Number of times you witnessed the coach working with the children ______________
For each item listed below, use the following rating scale to rate the coach candidate.
1 2 3 4
Strongly Disagree (SD) Disagree (D) Agree (A) Strongly Agree (SA)
Rate each statement below by placing an X in the appropriate box
to the right. SD D A SA
The coach ensured that the game environment had minimal
1
safety risks.
1 2 3 4
2 The coach responded to injuries that occurred during the game.. 1 2 3 4
The coach ensured that the players arrived on time to be properly
3
prepared for the competition. 1 2 3 4
The coach used concepts that were too challenging and or
4
dangerous for the athlete’s level of development. 1 2 3 4
The coach provided specific goals for the athletes to achieve
5
during games. 1 2 3 4
The coach assisted the athletes in developing positive values and
6
behaviors that could be used in other areas of their lives.
1 2 3 4
The coach ensured that all equipment was available and ready to
7
use for the game.
1 2 3 4
The coach scolded and punished athletes when not performing to
8
expectations.
1 2 3 4
9 The coach provided positive feedback that helped the athletes to
improve.
1 2 3 4
10 The athletes had fun. 1 2 3 4
11 The players received meaningful playing time that was
appropriate. 1 2 3 4
12 The players skill level improved over the course of the season. 1 2 3 4
13 The athletes fitness level improved by taking part in this program. 1 2 3 4
14 The athletes have the ability and desire to play next year. 1 2 3 4
15 The coach held a parent meeting at the beginning of the program. 1 2 3 4
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Train to Train – Coach PortfolioPlease complete the following questions:
The one thing I liked the most about the coach was his/her ability too"?
An area in which the coach could improve his/her ability too"?
In what area(s) did the coach make use of others to assist in running the sessions?
The best thing the coach did meet the associations expectation was "?
Version 2.1 - 2013 © Coaching Association of Canada and Canada Basketball 38
Train to Train – Coach PortfolioHow did the coach ensure the players had fun?
How did the coach ensure that the players improved their skills?
Association Member
Print Name Sign Name Date
Role in association :
By signing this assessment you are endorsing that the coach candidate is ready to be formally observed by an Evaluator in a
practice.
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Train to Train – Coach PortfolioTask 13 – Assessment Forms
Athlete Assessment Form - 1
This assessment form is to be completed by two players who participated on the team this past season.
These forms must be submitted as part of the coaching portfolio.
Coach Name
Surname First Name
Please complete the following questions:
The one thing I liked the most about the coach was his/her ability too"?
What lessons did you learn from playing basketball that you can use in other areas of your life?
In what area(s) did you improve as a player
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Train to Train – Coach PortfolioThe best activity that we did this year"?
How did the coach ensure the players had fun?
How did the coach ensure that the players skills improved over the course of the season?
How could the program improve to help players next year?
Player
Print Name Sign Name Date
By signing this assessment you are endorsing that the coach candidate is ready to be formally observed by an Evaluator in a
practice.
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Train to Train – Coach PortfolioAthlete Assessment Form - 2
This assessment form is to be completed by two players who participated on the team this past season.
These forms must be submitted as part of the coaching portfolio.
Coach Name
Surname First Name
Please complete the following questions:
The one thing I liked the most about the coach was his/her ability too"?
What lessons did you learn from playing basketball that you can use in other areas of your life?
In what area(s) did you improve as a player
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Train to Train – Coach PortfolioThe best activity that we did this year"?
How did the coach ensure the players had fun?
How did the coach ensure that the players skills improved over the course of the season?
How could the program improve to help players next year?
Player
Print Name Sign Name Date
By signing this assessment you are endorsing that the coach candidate is ready to be formally observed by an Evaluator in a
practice
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Train to Train – Coach PortfolioTask 13 – Assessment Forms
Self-Assessment Form
What was the best thing you did with the players this season?
What is one thing you would change if you had to do over?
How did you ensure that the players received meaningful playing time in each game this season?
What interventions did you use during the game to assist the players in their skill development
during the games?
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Train to Train – Coach PortfolioWhat were some things you did during competition to develop a life skills for the players?
What were some things you did during the games to help the players with their mental skills?
In what areas do you require more information to assist you to become a better coach?
After reflecting on the parent, association and player feedback what is one thing that you would
Start doing
Continue doing
Stop doing
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Train to Train – Coach PortfolioTask 14 – Coach Action Steps
Coach Action Steps
Talking time for personal reflection of one’s experiences is recognized a great step in personal
growth. Reflect on your coaching experience over this past year. Fill out your action steps for future
your development.
I intend to START!
I intend to STOP!
I want to MAINTAIN!
I want to DECREASE !
I want to INCREASE !
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Train to Train – Coach PortfolioTask 15 – Contact you PSO to arrange
a debrief with an evaluator
Go on the Provincial/Territorial Basketball website for your province:
1. Register with your P/TSO or contact their coaching education coordinator and they
will assign you an evaluator
2. You will be required to prove your online MED and send your complete portfolio
including your game video to the evaluator ahead of time and prior to a practice
observation evaluation.
3. Arrange a time for the evaluator to phone to briefly discuss your portfolio. It can take
for 20 to 60 minutes to complete.
4. Schedule time for the evaluator to come to a practice and a game. Provide the
evaluator with a current practice plan.
Congratulations on your decision to become a certified Train to Train Coach!
Keep checking the Canada Basketball website or your Provincial basketball website for
maintenance clinics in your area.
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