Transcript

NARRATOR

After Rob watches Mike coach, watch how he skillfully teases out the points for development.

ROB

OK, Mike, great session. Looked like you enjoyed teaching it. What would you say went well in today's session?

MIKE

I think that the girl has got the moves. And they learned [NON-ENGLISH], some Japanese terminology. They have done good work today. And they have improved from the last session.

ROB

Yep. So what were your objectives for the session? And at the end, would you say that those objectives were achieved?

MIKE

We have tried to work on the [NON-ENGLISH], first of all, and tried to jog, make them try to understand the moves in different position. And we have tried to do some contests also. They have to turn their partners, try to use one of the three techniques we have sought to do.

ROB

I'll just go through my observations.

MIKE

OK.

ROB

And then I'll relate my observations into our coach assessment sheet. And then we'll go through that very briefly.

So lots of things I observed. Right? Start on the really positive stuff. I thought all the demonstration was excellent. Very clear what you're setting out to do. And you have Darren there, which is useful.

MIKE

Yeah.

ROB

I thought you got through a lot of content. They managed to do a hold and two throws, which was excellent. And I think that the opportunity for them to contest against each other is brilliant, because actually they get an opportunity to grapple and have a go at things. And they clearly really enjoy that.

The structure, like I said last time, is excellent.

MIKE

OK.

ROB

And you're giving them lots of good information. Bits that I would pick up on are the reinforcement of the information you're giving them.

MIKE

Yeah?

ROB

Do you think when they left they knew what the holds were that you'd shown them, in terms of what the Japanese word was?

MIKE

Yeah.

ROB

Do you think they'd have remembered?

MIKE

They will remember.

ROB

Did you ask them about it at the end?

MIKE

Yeah. I asked--

ROB

So that sort of level are things that we need to develop. So your interaction with the girls. Because they've got all the tools there.

MIKE

Yeah?

ROB

And what you need to do is you need to make sure that the learning is taking place by asking yourself. So things like, can you remember the name of this hold that I've told you at the start?

MIKE

Ah. Yeah. Yeah. Yeah.

ROB

What three things have we done in today's lesson, particularly when you get to that end bit.

MIKE

But at the beginning I have told them what we are going to do.

ROB

Yeah. You did.

MIKE

But that's just a session. And then some bit before--

ROB

You're nervous on camera. I know. But you did it at the start.

MIKE

At the start. Yeah.

ROB

But then make sure you go back to it. There was a bit in which you did do some questioning. And that was really positive. They need to develop that understanding of why they're doing something so that you're showing them. They're doing it. But then there's the difference between why they're doing it.

So you're saying you may be in a judo exchange, and this will come up. And you need to hold them down this way because of this. You know what I mean?

MIKE

OK. Yeah.

ROB

So what I would have liked to have seen, and I was waiting for you to do it. I was hoping that you'd say, right, link your throw with the hold.

MIKE

Ah. Yeah. Yeah. Yeah.

ROB

So they could have done that at the end.

MIKE

Yeah.

ROB

So you had all that progressed.

MIKE

Yeah. I have just missed.

ROB

Yeah. Cause then that would have been representative of a judo exchange. You know?

MIKE

Yeah. I have just missed that bit. And we have done the [NON-ENGLISH]. And we have done the standing technique. They have slap. And I've just missed this bit.

ROB

Yeah.

MIKE

Yeah.

ROB

And you know what I said at the start. That Japanese terminology thing, they can go away with that. It's great. Because it's something that I wouldn't know. And coming to this, I would want to be reminded what it was over and over again.

Now, in terms of the bits which I specifically talked about from last session, which was your behaviour management and your control of the group, I thought at the beginning it was slow in regard to I thought it was quite similar to the way it was before, using the voice at the same level. But then you changed midway through, and you started being a bit louder.

MIKE

Louder. Yeah.

ROB

A bit louder. And a lot clearer. And I think that was a lot better with the girls.

MIKE

OK.

ROB

Between when we did the first observation and now, what sort of things have you tried to do to sort of--

MIKE

I have tried to take more control in the group. They were more quiet. I see it was better now than before, I think.

ROB

Yes. That's what I'm saying here.

MIKE

And I have tried to put the standing technique. We have done standing, I think, last time.

ROB

OK. Cause they did learn loads today.

MIKE

Yeah. They did loads.

ROB

But make sure you go away knowing that they have done that.

MIKE

Yeah. I will try next time. Because I have done a quite good session. I have the warm up, the techniques, the fight, and then try to do stretching after. So I think it was a complete session.

ROB

All the general teaching traits I gave you excellent for. The preparation and the progression through the lesson I gave you excellent for. The presentation, I gave you good. OK. I still need you to work on the use of the names.

MIKE

The first names. Yeah.

ROB

Yep. And also a little bit on differentiating the practise. So if you can see two girls that are really good at activity, you maybe move them on a bit quicker.

And the behaviour management stuff was much better. In terms of your clarity and your direction, I still think you need to set out your own rules so they know that when you're speaking, they're not to speak. And if they do speak when you're talking, you make sure you re-establish the rules from that.

OK? So those are the only two things really.

MIKE

OK.

ROB

Other than that, it was very good. Well done.

MIKE

Thank you, Rob.