• Program design
• Grants, GST and acquittals
• Program management
• Community coach placement
• Program monitoring
• Research
• Recognition

Role

The role of the community coach is to deliver a suitable sport or structured physical activity program that meets the needs of the site/s that engage them and addresses the outcomes of the Active After-school Communities (AASC) program. 

AASC outcomes

1. Engage primary school children into structured physical activity
2. Provide opportunities for ongoing participation in organised sport

Design and deliver quality programs

• Liaise with the school or Out of School Hours Care Service (site) coordinator prior to the first session to discuss proposed program plan and gain insight into the group and individual children’s needs.
• Plan, prepare, organise and conduct sessions based on the Playing for Life philosophy. Ensure sessions are planned taking into account required equipment and space. Ensure wet weather contingences are in place.
• Design and deliver programs that engage children of all abilities including traditionally inactive children.
  Facilitate a safe and inclusive learning environment to enhance the enjoyment and participation of all children.
• Utilise AASC resources in program planning (Play for Life CD and kit; Sport Specific resource manuals for example AFL 9’s; MLC Tennis Hot Shots).
• Review the sessions conducted and modify for improvement in order to maintain a quality program at all times.
• Abide by the Community Coach Costing Guidelines when seeking payment for delivery.
  

Transition of children

• Inform children of potential transition programs/opportunities available at your local club.
• Work with your regional coordinator to identify strategies to develop pathways to clubs or organisations.
• Understand that the transition of children from the AASC program to club sport is one of the key outcomes of the AASC program.
   

Lines of Communication

Community coaches should contact their regional coordinator regarding the following:

• program management queries and concerns .
• changes to agreed program schedules. 
• feedback from children, parents, family or sites.
• registration requirements.
• ongoing training and professional development opportunities available.
• media requests regarding the AASC.
• uniform requirements.
   

Sites and community coaches should communicate with each other regarding the following:

• potential program changes
• day-to-day operation of the program
• pre-delivery checklist information
• any issues identified or raised by children within the program
• equipment needs
• emergency procedures
• wet weather policy
• advice on children with special needs
• payment issues.
   

Community coach conduct

• Adhere to the AASC Code of Ethics and Play by the Rules policies.
• Always be prompt when arriving at a site – arrive at least ten minutes early to each site in order to have enough time to set up.
• Advise the site and regional coordinator as soon as possible if unable to attend a session or are running late. This can affect children, parents and site staff.
• Always introduce yourself at the beginning of each session and give a brief explanation of what will be undertaken throughout the session.
• Where possible, always try to get the teachers/carers involved in the activities and involve yourself in the activities
  

 Community coach etiquette

• Wear appropriate clothing - shorts or tracksuit pants, short or long sleeved shirt (preferably displaying logo of the sporting organisation represented).  Appropriate shoes and socks must be worn. Thongs are not acceptable.
• Wear a hat and sunscreen.
• Mobile phones should not be turned on or answered during sessions.
  

 Implementing the Playing 4 Life Philosophy

• Remember to be confident and get the children’s attention before introducing any activity.
• Use clear and simple instructions for each activity. Using demonstrations allows for more children to quickly understand the activity. Using children to demonstrate the activity is highly recommended.
• Avoid having children being inactive for long periods of time.
• Have additional individual equipment (e.g. skipping ropes) on hand for children to utilise if they don’t like the activity. CHANGE IT! when required.
• Approach every session with a positive and enthusiastic attitude.
  

Handy Hints

Before the program starts

• Contact the site coordinator to discuss the facilities and equipment that will be available to you.
• Find out about the site's first aid policy.
• Discuss the behaviour management policy.
• Determine the ages of the children that you will be coaching.
• Choose games and activities that are easy to modify. Consider the difficulty of the activity and ensure all students will be able to participate and achieve some success.
  

During your program

• Ensure you have photo identification, suitability for working with children card and any relevant insurance information.
• Use exciting, appropriate and fun equipment.
• Try to establish new games by informing the children of basic rules to ensure games and activities are safe at all times. Further developments to games and activities should be completed through questioning the participants and receiving their input.
• Particularly with a varied age range, let children establish their own individual challenges.
• Use the CHANGE IT approach. Remember to change the games regularly by asking the students questions and changing things such as your:
  
  
• Coaching style – vary method of coaching by using demonstrations, instructions, pictures, etc.
• How to score and win – vary the points or the way you score.
• Area – bigger, smaller, shape, surface, etc.
• Numbers – fewer numbers involved in more games increases involvement.
• Game rules – experiment with rules that can be added or changed.
• Equipment – try using alternative equipment.
• Inclusive - ensure the games always involve all children for the duration.
• Time – vary the time for games, short time increases intensity.
  
  
• Encourage and reward commitment to the program – reward students who have participated for the entire program.
• Ideally, a quality program needs regular and consistent attendance for the entire session – if there is less than the minimum number of required participants at the end of your session, you will need to discuss this issue with the site coordinator and contact your regional coordinator.
• Work with site staff to manage children’s behaviour and safety issues.
• Use incentives such as stickers or certificates to engage students and ensure participation is rewarded (Sites should have stickers and tattoos for each child or ask your regional coordinator).
• Vary the activities and groups each week to keep the program interesting.
• Develop a supportive environment – highlight positive behaviour and success stories to your regional coordinator and site coordinator/principal for inclusion in the regional or site newsletters.
• Ensure you continue to follow the planning cycle (plan, prepare, do, review) each week – get the children’s feedback by asking them at the end of each session what they liked and didn’t like.

At the end of your program

• Hand out any advertisements or fliers for your local club or organisation to students. Ensure the students know what their next step is to get involved in your activity.
• Ensure all claims for honorariums or invoices for services to deliver the AASC program are sent/given to the respective site as soon as the program concludes.