As we continue to have conversations with parents, coaches, teachers, and many other youth development stakeholders, we are getting more and more questions about session design and planning. So, in this article we decided to outline how each of our sessions in the AMAC Program is organized, as well as some keys to success for each portion of the session.

Movement and Character Desktop

Movement Prep

Naturally, we’ll start from the beginning. A general consistency among sport practices, PE classes, or S&C sessions is the use of some iteration of a warm-up. This often takes many shapes and/or forms. Within the AMAC Program, the warm-up is called a Movement Prep. The movement prep is based on research around best practice for a “warm-up.” Ian Jeffreys reimagined the warm up some time ago and outlined the formula that we tend to subscribe to.

Building from this knowledge base, we can establish what a quality Movement Prep should look like. If done efficiently the movement prep should last around 10-15 minutes. Similar to a “RAMP” framework, we break down our movement prep into four categories each with a distinct purpose.

The four categories of our Movement Prep include thermogenic, transit, general mobility, and applied movement or free action. Each of the categories is described below.

Thermogenic: The goal of this 3-5 minute portion is to have athletes performing the continuous or near-continuous movement to elevate heart rate and core body temperature. The goal is for most athletes to BEGIN perspiring during this portion of the movement prep. This may be performed in place, or in conjunction with the next category.

Transit: This section uses skills over a prescribed distance. Usually, these skills are skipping, shuffling, or bounding in nature but can include a variety of movements that would also be considered dynamic mobility. Often, these skills are an introduction, or a rehearsal of skills worked on in the session or previous sessions. Skill acquisition and rehearsal is a commonly missed component of the movement prep. If used strategically, this can be of huge benefit to the athletes.

General Mobility: During this section, athletes complete dynamic movements that work joints through a variety of ranges of motion with the goal being to prepare muscles for the movement associated with the session.

Applied Movement/Free Action: This final category is explosive in nature building up to a maximal effort, often a sprinting variation. Once this portion of movement prep is reached, athletes should be prepared to transition into a maximal to sprint.

ORGANIZATION

Athletes will perform most movements moving from their starting spot (line, cone, poly spot, etc.) to ones across the gym space. We typically cue each group to start. After the first group is cued and has traveled 3-5 yards (providing space) the second group should be immediately cued to start. By starting groups 3-5 yards apart, we set the pace of the movement prep. This also allows for coaching of the athletes and each movement. As the first group is moving toward us, we should be retreating toward the other side of the space as we continue coaching/teaching and cueing the next groups to start. As the first two groups finish, you can begin coaching them on what the next exercise is. As the last group finishes, the first group is immediately cued to start.

The movement prep should work through each of the 4 categories to prepare athletes for participation and performance for that session, WITHOUT creating undue fatigue. This can be a challenge line to walk, but very important!

It is also important to remember, as briefly mentioned earlier, that the movement prep can and should be used for more than just preparing the athlete(s) for movement/performance. This portion of the sessions is a fantastic opportunity for coaches to evaluate movement competency and patterns, as well as for the athletes to learn and hone movement skills. This should NOT be a time to just sit back and chat with other coaches. Remember 10-15 minutes per session adds up!

KEYS TO SUCCESS

  • Athletes should have an entry procedure where they know how and where to come in as well as how to line up to prepare for the movement prep.
  • If athletes use lines for the movement prep try to keep lines to around 4 athletes, too many athletes allows for more standing around.
  • Be cognizant of your actions. Your energy and urgency will be mirrored by the athletes.
  • Any coaching should be quick and concise.
  • “Variety is the spice of life.” Changes, both big and small, help keep athletes engaged and focused.
  • Have a plan!
  • Ask athletes what they need to be prepared for the day.
  • Note any athletes and/or movements that need additional work.

Teach/Train

After we complete our Movement Prep, many sessions transition to some type of learning and/or practice opportunities. In the AMAC program we call this segment of the session, the Teach/Train set of activities.  The Teach/Train portion of the session is a 15-25 minute segment dedicated to the use and development of the skill(s) that the focus of the session.  This is portion is conducted in a manner that is less variable and complex (more controlled and guided) to encourage the proper use of these skill(s).  This a very important time for differentiation (giving athletes what they need to be successful).  Within the AMAC program we do this via a Constraints-Led Approach (CLA) where we manipulate various aspects of the task, environment, and/or athlete to encourage the movement solution to be the desired skill(s).  The team at Emergence does a fantastic job of consolidating information and teaching folks about the CLA.

ORGANIZATION

The Teach/Train segment of an AMAC session varies from day-to-day. The setup for Teach/Train can take a variety of forms. Common iterations of this segment include small group or partner stations, small group, or partner “practice”, large group timed activities, etc. A common practice is to have the athletes sit down or take a knee after the class’s dynamic warm up to give instructions and explain the task(s) or activities. Not unlike implementing our Movement Prep, it is important to keep in mind the following items: task(s), space, number of athletes, and necessary equipment. This way, we can model the movement/skill in addition to giving clear and concise instructions.

Once the activity ensues (depending on the chosen layout of the Teach/Train segment) we rotate groups, stations, and/or activities based on time, repetitions, or subjective competence. If any assessing is being done (formal or informal) we can position ourselves in one area or at one station and assess each athlete as they rotate through that area/station.

KEYS TO SUCCESS

  • Review the session plan and ensure that you are prepared for the activities of this segment.
  • Expectations should be in place for the transition from Movement Prep to the Teach/Train segment of the session.
  • Be mindful of the space you have for the class.
  • Have all the necessary equipment out and if possible, placed in appropriate areas of your space.
  • Be mindful of your proximity to each athlete. Be sure to be in a location with your class that you can see all the athletes and they can all see you.
  • Evaluate the effectiveness of the Teach/Train segment in case constraint manipulation is needed (either during class or for the next time you do the activities).
  • Use a minimalist mindset when giving instructions (clear and concise).
  • Be sure to give proper feedback to as many athletes as possible.
  • Don’t be afraid to participate/model with the athletes!

Applied Activity

After we complete our Teach/Train, we transition to an Applied Activity. This is a roughly 15-25 minute segment takes the skills we worked on in the Teach/Train segment and put them to action in a more complex and variable activity (less guided and more geared to athlete discovery). In this setting, athletes are free to solve movement problems on their own. This occurs naturally due to the transition from the structured practice of the Teach/Train segment into the looser confines of the Applied Activity. We can meet the needs of each athlete or group of athletes by being aware of the constraints that are imposing themselves during the activity (athlete, task, environment). Proper manipulation of those constraints allows us to meet the athletes where there are with regard to skill acquisition and competency

ORGANIZATION

By nature, the Applied Activity segment of the session is a little more “hands-off” from a teaching/coaching standpoint.  However, this does not mean it is a time to simply roll-out-the-ball.  Proper setup, clear instructions, and timely transitions are imperative for an efficient Applied Activity.

The Applied Activity typically takes the form of modified and small-sided games depending on the skill(s) and activities we are focusing on.  Depending on the age and stage of the athletes in the section this segment is sometimes competitive but does not need to be.  The primary goals of the Applied Activity are to maximize enjoyment, participation, and opportunities for movement exploration/skill acquisition (in that order!).

Once the activity has begun, we should move throughout the class to monitor, instruct, provide feedback, etc.  We can also use this time to assess skills within and more complex and variable environments.

KEYS TO SUCCESS

  • Review the session plan and ensure that you are prepared for the activity.
  • We should have transition plans in place from the Teach/Train to Applied Activity especially when a different set up is required!
  • If athletes are already in groups from the Teach/Train segment, try not to have students find new groups for the Applied Activity.  Group/partners should be set and only adjusted if behavior/participation/etc. is being affected.
  • Give clear and concise instructions for the activity.
  • Be active within the session.  Moving around and through the athletes is imperative.
  • Be sure to give proper feedback to as many athletes as possible.
  • Limit the stops/breaks in the activity.  “Coach on the fly” to aid in learning/skill development.
  • Do not be afraid to participate/model with the athletes! Sometimes athletes like to see coaches having fun as well!

Last Word

We believe that each session should end intentionally, and athletes should not just walk away from an activity without reconnecting with the coach and/or group. Within the AMAC Program, we close each session with what we call the Last Word. The Last Word provides us an excellent opportunity to help build rapport with the athletes, cultivate connections between athletes, and touch on any ancillary benefits of the session. This is done through a brief, focused, and engaging reflection-based activity/conversation. The Last Word is a QUICK (3-5 minute) debrief of the day’s session. Often, a practice such as this, is only done in the younger grades because as athletes age “they don’t take it seriously.” However, in truth, this is a developmental strategy that works at each grade level. We need to be cognizant of our delivery when conducting this segment of the session to engage our athletes.

ORGANIZATION

It is very important to keep this a quick debrief. We want to maximize the amount of time the athletes are moving in class, but at the same time make the most out of our Last Word segment. This requires and intentionally planned approach to bridging the day’s session, with the everyday life of the athletes. This is also, a prime time for calling attention to the social-emotional aspects that takes place naturally in athletics and physical activity in general! For us, we emphasize Performance Character Traits as our means of working on the social-emotional side of things. In order to best accomplish all this, we utilize the 3R’s framework for the Last Word. During the last word, we want to Review, Reflect, and Recognize.

Review the day’s focus/goals/objectives, both movement skills and Performance Character.

Reflect on the day’s session.

Recognize athletes for their successes, efforts, gains, etc. (can be done peer to peer or teacher/coach to athlete).

KEYS TO SUCCESS

  • Keep it quick and concise (3-5 minutes).
  • Do it every session! Intentionality conveys importance!
  • Use the 3R’s – Review, Reflect, Recognize
  • Have a plan for everything from question styles to recognition strategies
  • Connect with the athletes by participating in the 3R’s.
  • Reflect on your own strategies for the Last Word to ensure efficiency and effectiveness.
So, there you have it. A deep dive into an AMAC session. If you’re interested in learning and having access to more, I encourage you to click below. We have over 750 session plans laid out that follow this framework. Each of which is as prescriptive as desired. You can use them as is or as a springboard to creating/developing your own sessions. We have found success with this format, and we hope you do to!
JOIN THE MOVEMENT