An overview of the Hermes group and the planning involved.

1. SPRT714 Coaching Practice
Annual Planning

2. Setting the Scene
#HERMES Context, Culture,
Strategy & Politics

3. To increase an individuals
speed characteristics
(acceleration, maximal
speed, & agility) with the
aim of enhancing sporting
performance
The BIG Picture
(Abraham 2009, Lancaster 2011)
Self
Process & Practice

4. The BIG Picture
Athlete
Learning & Development
Sport
Process & Practice

5. Nested Planning
LEVEL OBJECTIVES TIMELINE & ACTIVITY
MACRO:
STRATEGIC
GOALS
- Develop reputation as
world class S&C coach
- Develop reputation as
“go to guy” for speed
- To create environment
for the best athletes
Meso Year 1 Objectives:
- Recruit 6 high calibre
athletes to be members
of the group
- Establish group as key
part of athletes
performance /
preparation
Meso Year 2 Objectives:
- Increase “presence” of
group
- Recruit 2 professional
athletes to the group
Meso Year 3 Objectives:
- Recruit 2 nationally
recognised athletes to
the group
MESO:
SEASONAL
To maximise an
individuals speed
characteristics to
enhance their sporting
performance
Objectives:
Week 1 - 16
To develop and enhance
acceleration mechanics
and speed
Objectives:
Week 17 - 33
To develop and enhance
acceleration,
deceleration, change of
direction & agility
mechanics
Objectives:
Week 34 - 52
To develop and enhance
maximal speed
MICRO:
Design, develop & implement session plans
and objectives with aligned practice,
behaviour, curriculum detail & athlete
centred goals
(Abrahams & Collins 2011)

6. Model of
Performance
Player
Development
Coaching Practice
Participant
Capabilities
(Muir 2012)
Process & Practice
Athlete
Self
Learning & Development
Components of Performance Planning

7. WHO
WHAT HOW
PLAN
DO
REVIEW
(Abraham & Collins 2011, Muir 2011a)
Process & Practice
Athlete
Self
Learning & Development
Framework for Coaches Decision Making

8. WHO

9. ATHLETE SPORT
KEY MOVEMENTS
(Technical in
relation to speed)
ATHLETE CENTRED
FOCUS (in relation
to those key
movements)
BIOLOGICAL PSYCHOLOGICAL SOCIAL
CALLUM
RUGBY
(FLY HALF)
Acceleration,
maximal speed,
lateral movement,
agility
Foot placement /
strike
Symmetry / balance
Body angle
First year pro
athlete, monitor
volume /
workload
Encouragement,
praise, positive
reinforcement
Committed,
understands
process and
wants to attend
HARRY RUGBY (WING)
Acceleration,
maximal speed,
agility
Body angle
Projection angles
Genetically
gifted,
biomechanically
awful
Encouragement,
praise, positive
reinforcement
Lives and works in
Middlesbrough,
sometimes finds it
difficult to attend
JACK
FOOTBALL
(MIDFIELD)
Acceleration,
maximal speed,
lateral movement,
agility
Projection angles
Postural control
Very slight, injury
prone, focus on
warm up / down
Strong, whats to
improve, wants to
better himself
Dependent on
fixtures
JAKE
RUGBY
(2ND ROW)
Acceleration,
momentum in
contact, agility
Postural control
Projection angles
Great physical
specimen, works
extremely hard
Wants to be
challenged, seeks
knowledge and
understanding
100%
commitment
MATT RUGBY (WING)
Acceleration,
maximal speed,
agility
Force application
Postural control
Projection angles
Naturally gifted
(physically)
Encouragement,
praise, positive
reinforcement
Currently
studying at MSc
level
OLLY
RUGBY
(FULL BACK)
Acceleration,
maximal speed,
lateral movement,
agility
Force application
Projection angles
Very talented
athlete, bad
injury record
Very laissez faire
but driven and
committed
Mentally tasking
job
RICHARD
RUGBY
(BACK ROW)
Acceleration,
momentum in
contact, agility
Postural control
Projection angles
Stride harmony
ten year pro
athlete
Strong, whats to
improve, wants to
better himself
100%
commitment
Participant Capabilities

10. ATHLETE SHORT MEDIUM LONG
CALLUM
- Work on body angle
- Foot placement behind Centre of
Mass (CoM)
- Develop symmetry between left and
right side
- Develop greater force production
Performance Centred
HARRY
- Work on body angle
- Foot placement behind Centre of
Mass (CoM)
- Develop greater force production
in first three strides
Performance Centred
JACK
- Develop greater force production
in first four strides
- Develop greater harmony between
stride length / frequency in
acceleration
Performance Centred
JAKE
- Work on body angle
- Develop greater harmony between
stride frequency / length
- Develop greater force production Performance Centred
MATT
- Work on body angle
- Foot placement behind Centre of
Mass (CoM)
- Develop greater harmony between
stride length / frequency in
acceleration
Performance Centred
OLLY
- Develop greater force production
in first four strides
- Focus on body angle transition Performance Centred
RICHARD
- Work on body angle
- Foot placement behind Centre of
Mass (CoM)
- Develop greater harmony between
stride length / frequency in
acceleration
Performance Centred
Player Development Philosophy

11. PROJECTION
RHYTHM
RISE
- Joint & Muscle Order
- Force Application
- Postural Control
- Projection Angles
- Stride Frequency / Stride Length
Harmony
- Stride Rate of Change
- Body Angle Transition
- Ground Contact, Amortisation,
Flight Time
WHAT
Model of
Performance

14. HOW
(Abraham & Collins 2011)

17. Explicit
Implicit
External
Internal
(Wulf 2013)
(Baddeley 2012)

18. (Lyle 2018)

19. AIM
To develop the necessary biomechanical and physiological components
to enhance speed characteristics to amplify influence within sporting
performance (acceleration, linear speed)
COMPONENT FOCUS
COACHING
BEHAVIOURS
EXPECTATIONS
FOR
ENGAGEMENT
JAN PROJECTION
Joint & Muscle Order
Projection Angles
Demonstration
Observation
Cueing
Questioning (Open &
Closed)
Scaffolding information
Identifying personal work
ons
Practice / rehearsal
Reflection
Answering questions
relating to context
FEB PROJECTION
Joint & Muscle Order
Projection Angles
Demonstration
Observation
Cueing
Questioning (Open &
Closed)
Scaffolding information
Identifying personal work
ons
Practice / rehearsal
Reflection
Answering questions
relating to context
MAR
PROJECTION /
RHYTHM
Postural Control
Force Production
Demonstration
Observation
Cueing
Questioning (Open &
Closed)
Scaffolding information
Identifying personal work
ons
Practice / rehearsal
Reflection
Answering questions
relating to context
APR
PROJECTION /
RHYTHM
Postural Control
Force Production
Demonstration
Observation
Cueing
Questioning (Open &
Closed)
Scaffolding information
Identifying personal work
ons
Practice / rehearsal
Reflection
Answering questions
relating to context

20. AIM
To develop the necessary biomechanical and physiological components
to enhance speed characteristics to amplify influence within sporting
performance (agility)
COMPONENT FOCUS
COACHING
BEHAVIOURS
EXPECTATIONS
FOR
ENGAGEMENT
MAY
PROJECTION /
RHYTHM
Joint & Muscle Order
Postural Control
Projection Angles
Force Production
Stride Frequency / Length Harmony
Demonstration
Observation
Cueing
Questioning (Open &
Closed)
Scaffolding information
Identifying personal work
ons
Practice / rehearsal
Reflection
Answering questions
relating to context
JUN
PROJECTION /
RHYTHM
Joint & Muscle Order
Postural Control
Projection Angles
Force Production
Stride Frequency / Length Harmony
Demonstration
Observation
Cueing
Questioning (Open &
Closed)
Scaffolding information
Identifying personal work
ons
Practice / rehearsal
Reflection
Answering questions
relating to context
JUL
PROJECTION /
RHYTHM
Joint & Muscle Order
Postural Control
Projection Angles
Force Production
Stride Frequency / Length Harmony
Demonstration
Observation
Cueing
Questioning (Open &
Closed)
Scaffolding information
Identifying personal work
ons
Practice / rehearsal
Reflection
Answering questions
relating to context
AUG
PROJECTION /
RHYTHM
Joint & Muscle Order
Postural Control
Projection Angles
Force Production
Stride Frequency / Length Harmony
Demonstration
Observation
Cueing
Questioning (Open &
Closed)
Scaffolding information
Identifying personal work
ons
Practice / rehearsal
Reflection
Answering questions
relating to context

21. AIM
To develop the necessary biomechanical and physiological components
to enhance speed characteristics to amplify influence within sporting
performance (acceleration, maximal speed)
COMPONENT FOCUS
COACHING
BEHAVIOURS
EXPECTATIONS
FOR
ENGAGEMENT
SEP RHYTHM / RISE
Stride Rate of Change
Stride Frequency / Length Harmony
Body Angle Transition
Ground Contact, amortisation,
flight time
Demonstration
Observation
Cueing
Questioning (Open &
Closed)
Scaffolding information
Identifying personal work
ons
Practice / rehearsal
Reflection
Answering questions
relating to context
OCT RHYTHM / RISE
Stride Rate of Change
Stride Frequency / Length Harmony
Body Angle Transition
Ground Contact, amortisation,
flight time
Demonstration
Observation
Cueing
Questioning (Open &
Closed)
Scaffolding information
Identifying personal work
ons
Practice / rehearsal
Reflection
Answering questions
relating to context
NOV RHYTHM / RISE
Stride Rate of Change
Stride Frequency / Length Harmony
Body Angle Transition
Ground Contact, amortisation,
flight time
Demonstration
Observation
Cueing
Questioning (Open &
Closed)
Scaffolding information
Identifying personal work
ons
Practice / rehearsal
Reflection
Answering questions
relating to context
DEC RHYTHM / RISE
Stride Rate of Change
Stride Frequency / Length Harmony
Body Angle Transition
Ground Contact, amortisation,
flight time
Demonstration
Observation
Cueing
Questioning (Open &
Closed)
Scaffolding information
Identifying personal work
ons
Practice / rehearsal
Reflection
Answering questions
relating to context

23. PLAYER
ENGAGEMENT
COACH
BEHAVIOURS
TRAINING
STRUCTURE
SESSION
OBJECTIVES
GOALS 1 2 3
MICRO
CYCLES
4
5 6 7 OUTCOMES
(Muir 2011b)
Coaching Practice, Planning &
Reflection Framework (CPPRF)

24. AIM
To identify and demonstrate a positive knee drive and lower limb
angles in relation to acceleration
TIME
LEARNING
OBJECTIVES
LEARNING
ACTIVITY
COACHING
BEHAVIOURS
LEARNER
ENGAGEMENT
5 mins
Set up the session
Deliver individual
learning objectives
Discussion
Discussion
Questioning
Interaction with
discussion
Recapping information
Identifying personal work
ons
10 mins Physical Preparation Dynamic warm up
Demonstration
Instruction
Feedback
Verbal cueing
Practice
Rehearsal
Demonstration of
techniques / physical
competency
20 mins
Demonstration of
Positive Knee Drive
and Lower Limb
Angles
Dead Leg Run
Quickstep
Falling Starts
Demonstration
Instruction
Feedback
Verbal cueing
Practice
Rehearsal
Demonstration of
techniques / physical
competency
15 mins
Orchestration of
movement
Implementing knee drive
and lower limb angles
into sprint
Feedback
Practice
Rehearsal
Demonstration of
techniques / physical
competency
5 mins
Reflection on
performance /
session
Individual feedback
Q&A
Discussion Discussion

25. COMMUNICATION
BAND WIDTHS
DIALLING UP / DOWN THE VOLUME
NORMAL FREQUENCY
Support
Stretch
(Abrahams 2017)

26. AM I FILLING THEIR CUPS?
(Ford 2010 & Harvey 2013)

27. References
Abrahams, D. (2017). Unleashing Carraghers Nightmare. The Talent Equation Podcast 20 December 2017.
Abraham, A. Collins, D. (2011). Effective skill development: How should athletes’ skills be developed? In Performance Psychology:
A Guide for the Practitioner. D. Collins, H. Richards and A. Button (Eds.) (London: Churchill Livingstone).
Abraham, A. Morgan, G. Muir, B. (2009). Are you a cook or a chef? On the up: The official elite coaches’ magazine. 5: 62-63.
Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology. 63, 1 - 29.
Ford, P. Yates, I. Williams, M. (2010). ‘An analysis of practice activities and instructional behaviours used by youth soccer coaches
during practice: Exploring the link between science and application’, Journal of Sport Sciences, 28(5): 483–95.
Harvey, S. Cushion, C. Cope, E. Muir, B. (2013). A season long investigation into coaching behaviours as a function of practice
state: the case of three collegiate coaches. Sports Coaching Review
Lancaster, S. (2011). Developing chefs and not cooks: How to become a coach that innovates, not a coach who follows.
International Rugby Coaching, 2, (2), 1-3.
Muir, B. (2012). Using video and the coaching practice planning and reflective framework to facilitate high performance coaches
development. In UK Sport World Class Performance Conference. Conference Presentation, Leeds, 26–28 November.
Muir, B., Morgan, G., Abraham, A., and Morley, D. (2011a). Developmentally appropriate approaches to coaching children. In. I.
Stafford (Eds), Coaching children in sport. Routledge: London.
Muir, B. Morgan, G. Abraham, A. (2011b). Player learning: Implications for Structuring Practice Activities and Coach Behaviour.
Football Association, London.
Wulf, G. (2013). Attentional focus and motor learning: a review of 15 years. International Review of Sport and Exercise Psychology.
6 (1), 77 - 104.