PHYSICAL

PSYCHOLOGICAL

• Self-regulation (emotions) - students reported nervousness decreased across the time of the program through individual support provided by the coaches
• Self-regulation (emotions) - coaches used a variety of techniques to manage student emotions such as verbal discussions focussing on a positive aspect e.g. “I can see that you are frustrated, it’s ok to make mistakes, but what you are doing really well is…’
• Self-perception - teachers commented that the coach reinforcement of trying to improve themselves was positive, “the children now have more self-perception of their own abilities and what they need to do to maximise to ensure they are being successful”.
• Enjoyment & engagement - students reported they enjoyed the coach’s individual feedback as it allowed them to stay engaged in the activity and improve their performance.

SOCIAL

Relationships, collaboration and ethics were developed in the program by:

• Identifying what was important through a pre-program survey completed by students that identified they wanted to build relationships and collaboration with others in a safe learning environment to learn.
• Coaches designed games to create a supportive environment where the students could interact with each other.  Students reported that ‘games are the best when they are with friends’.
• Coaches focussed on developing relationships with students, earning their trust, and understanding their individual learning needs.

COGNITIVE

• Content knowledge - correct terminology around technique was used by coaches to develop students’ content knowledge of Athletics and support their learning and improvement in performance.
• Reasoning - through learning correct techniques, and why they are important for successful outcomes, students were able to reflect on performance and identify how they could improve.