I started back coaching with a new group of 5 & 6 year olds in September, so it was time to dust down my session plans.
I have written previously about my engagement with the ECB’s All Stars programmes. I like (most of) the activities, but I think the scheduling could be improved.
So what follows is a blending of the All Stars programme with what I have learnt over the years.
And a half-term review.
Season plan
Structure
We have a 6 week block, followed by a 2 week break, and then a second run of 6 weeks before the Christmas holidays.
My intention was to pack in most of the “engagement” activities (learning & “fun”) in the initial block, and review our progress over half term.
Session content
Each weekly session comprises a short “welcome” activity — catching, or moving & stretching — followed by 3 activities chosen from the All Stars repertoire.
One batting, one bowling, one fielding.
At the end of week one, the most popular activity (best engagement from the players) was selected for a continued run (2 more repeats — see below), and 2 new activities chosen for the following week.
In week two: “welcome”; retained activity; 2 new activities (retaining the skills mix — batting, bowling & fielding). Again, if one of the new activities resonates with the players, that will be added to the repeating cycle for week 3.
And so on, for the first block of 6 weeks.
New activities will be introduced where the offering does not chime with the participants, but maintaining the opportunity for the players to achieve some element of “mastery” (yes, even with 5 yr olds!) for games that are being enjoyed.
Three times is too many?
I don’t think so (obviously).
Run a game (1) once for the players to learn the game; (2) once for them to (start to) understand the skills needed to play; and (3) again to try to win it. In fact, I might even go so far as to repeat steps (2) & (3) (but maybe only after running a new cycle with a different game for 3 weeks).
What do the kids think?
When I delivered All Stars (2017-19) some of the kids even took it upon themselves to set up activities they liked. On more than one occasion, I’d be welcoming late comers whilst a group of the older children were setting out the cones and balls for one of the previous week’s activities!
OK, maybe the 5 yr olds weren’t doing this. Then again, it’s hardly likely they would “get away with” taking charge in a mixed age group (All Stars is officially for 5-8 yr olds).
This term, I have had three or four of our first group in the morning arriving early to set up our warm-up games. It worked!
Outcomes? (How do we know we are winning?)
Checkpoints
During each & every session — what does immediate success look like?
- Do the players want to be in our coaching sessions?
- Are the players engaging with the activities?
- …and with each other?
- …and with the coaches?
If we are missing any of these, what can be done to remedy?
Essential for the early years – perhaps up to yr2 – but also required for ongoing engagement beyond.
Endpoints
At mid- & end-of-term, but also at any ad hoc assessment point — what does ongoing success look like?
Behaviours & attitudes
What do the players take home from our programmes? (What do the coaches need to coach? What do the sessions need to achieve?)
- Do the players want to play cricket? (competitive & teamwork)
- Do the players want to develop new skills? (are they interested in improvement?)
- Do they know how to practice?
- difficult, with 5 year olds — not sure every pro knows this — but an essential building block for learning, and not, perhaps, taught in schools as a learnable skill.
- Understanding that a failure is just another chance to learn
- growth mindset — coaches need to demonstrate this
Technical
By the end of this stage of Development, I would hope that they will all be able to catch, to throw & bowl (at least to know the difference), to pick up a ball that is not moving and to stop a moving ball, to be able to intercept a moving ball with the middle of the bat.
My qualifications in this area? For many years, I led multiple programmes with this age group — some 300 hours, if I have calculated this correctly. I have delivered Chance to Shine programmes (mostly older Primary school age — yrs 5-6).
All Stars Activator for three years, seeing a group grow from 10 in our first year to 40, before COVID intervened.
And I was a tutor for All Stars Activators for 4 years, either side of the COVID lockdowns, and advocated for a looser application of the weekly programmes — if it’s working, why drop an activity? But I received too much pushback (often from other tutors!) — “the kids have played that, already, they need a new game”.
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