Project: Design a Sport Program Worksheet

Complete this worksheet and follow the instructions for completing your Program Planning spreadsheet.
When you are finished, submit both files to be marked.

Part 1: Athlete Information

1. What sport are you coaching?

Basketball

2. How many athletes do you have on your team?

10

3. What is the gender of your athletes?

Male

4. What is the age of your athletes?

12-15

5. Within your group, are there are there differences in: height and weight, skill level, experience?
Explain.

Yes there are primarily grade 9’s but also first year grade 7’s and 8’s; most of the boys have played at
least one year of organized basketball although some have not played competitively

Part 2: Type of Program

1. Is your program single, double, or multiple periodization?

Single

2. For each of the categories below, choose the statement that best describes your program’s
orientation in that area. Choose one statement for each:

General Skill Development

( ) Have athletes experience new activities ( ) Promote the acquisition of basic
technical skills
 ( ) Improve athletes’ general abilities and ( x ) Improve basic technical skills already
their mastery of the activity acquired

( x ) Identify athletes with the potential to ( ) Encourage the acquisition of new

perform at a higher level technical skills that are complex or
more advanced

( ) Have athletes specialize in a particular ( ) Improve athletes’ ability to apply

discipline or playing position particular game plans or competitive
strategies

Physical Conditioning Performance

( x ) Improve athletes’ general physical ( ) Give athletes the opportunity to gain
condition experience by taking part in
competitions

( ) Improve athletes’ sport-specific physical ( x ) Encourage the achievement of

condition particular standards of performance

( ) Prepare athletes to achieve particular ( ) Participate in competitions to win; win a

levels of performance in sport-specific championship
physical tests

Part 3: Organizing your Program

1. When is the first time you supervise your athletes? Month/Day: __Dec 4____

2. When is the last time you supervise your athletes? Month/Day: ___Feb 24___

3. Are there any breaks or interruptions in your program? (Example: Christmas break)

Unviable Gym Dec 18-22 Christmas Break Dec 22 to Jan 8

4. How many weeks long is your program, excluding breaks or interruptions?

10

5. On your program planning spreadsheet, in row 6, fill in all of the months that are a part of your
program.

Example:

Month: September October November

 6. In row 7, fill in the dates of each of the Mondays for each Month. Each Monday represents a
week of your program.

Example:

Dates (Mondays): 1 8 15 22

Part 4: Program Planning

1. Use the program planning spreadsheet to record the following events. Use a number to mark
each of the following:
 Practices
 Games
 Tournaments
 Training competitions
 Training camps
 Other (Use the spaces provided to fill in any other events your team might have)

Example: If you have three practices during the week of Sept 8th and one game during the week of Sept
8th, mark as follows:

Month: September
Dates (Mondays): 1 8 15 22

Practice 3

Game 1

2. Mark the preparation, competition, and transition periods on your program planning
spreadsheet. First, in row 20, fill in the number of weeks you have in your program.

Example:

Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

3. Using rows 17, 18, and 19, fill in the number of weeks for each period of your program using Xs.

Example:

Period:
Preparation x X x x x x x x x
 Competition x x x x x x x x x
Transition x x x
Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Part 5: Abilities and Skill Development

1. Download and review the following diagram from Section 1: Lesson 2: Athletic Abilities – The
Importance of Physical and Motor Abilities by Family

2. Which physical and motor abilities are shown as very high, high, or moderate importance in your
sport? In Column 1 of your program planning spreadsheet, mark with an x the motor abilities you have
identified as important in your sport.

3. Review the information from Section 1: Lesson 3: Guidelines for Training athletic Abilities by Athlete’s
Age. On your program planning spreadsheet:

 Type YES in Column 2 for abilities that can be trained, given your athletes’ age.
 Type NO in Column 2 for abilities that should not be trained, given your athletes’ age

4. Identify your training objectives for the start, middle, and end of the program. Using an X, record in
Columns 3, 4, and 5 on your program planning spreadsheet.

5. In row 25, on the right side of your program planning spreadsheet, answer the following questions:
1. What is the recommended ratio of practice/competition for your age group? You will find
this information on the LTADP for your sport. It may be a percentage, ratio, or recommended minutes
per week.

2. How much time should be spent developing different skills within a single practice? You will
find this information on the LTADP for your sport. It may be a percentage, ratio, or
recommended minutes per week.

3. Record other general recommendation for practice in the box provided

Part 6: Self-Evaluation
1. Are you satisfied with your program? Explain why or why not.

Yeah; it would be a bit nicer if it was longer but I think that all the main bases get covered, and that’s
pretty good for a school team.
 2. Does your program plan meet the guidelines outlined in the long term development plan
specific to your sport and age group? Explain

There is a focus on learning, first of refining the basic skills but then furthering those and
applying them in new critically thinking ways.

3. Does your program plan allow enough training opportunities between competitions? Explain.
There is lots of time before the first big competition, and even between league games we have 2
practices. Tons of time to address issues and implement solutions.

4. Is your program plan long enough to allow athletic development in your sport? Explain

To some extent. If the boys were to stop playing basketball immediately after the season I think
they’d find themselves losing the skills quickly; however there is enough time for certain specific
areas to be improved, ie one may be able to dribble with their left hand or up their shot average
by 10%

5. Explain one thing that you learning from this assignment that will help you in your coaching
career.

To focus on big overlying abilities throughout the season and not just skills as they need to be improved.

Part 7: Sources
1. List the sources that you used to complete your program plan. If you are using a website,
please provide the exact web address.

http://www.basketball.ca/files/LTAD.pdf

https://moodle.adlc.ca/pluginfile.php/1389484/mod_page/content/33/physical%20and%20motor%20a
bilities.pdf