Time Management

Positioning and focus

• Try to avoid focusing all of your attention on one student or trampoline unless directly providing assistance with a trick, such as throwing a pad or hand spotting a flip.

• It is easy to lose track of time when providing coaching on a new trick for individuals – try to give them only one or two key coaching points for them to focus on and then turn your attention to another student. This will allow them some individual practise time and avoid the coach overloading them with information.

• Position yourself where you have a view of multiple trampolines and students to be able to provide feedback and assistance and also monitor student behaviour and safety.

• Avoid putting your hands in your pockets and slouching – display confident and alert body language to help communicate to the students that you are approachable and ready to help and to show parents that you are engaged in what you are doing.

• Do not sit down or lean on a wall – again, displaying good body language and energy communicates that you are here to help and are engaged in what you are doing.

Even trampoline time and coaching for each student

• Some students will require ongoing one-on-one support during their learning process, and some will only need to see or try a trick a couple of times before they are able to understand it and work on it alone. Try to spread your time evenly between all students, no matter their learning style or needs.

• When starting coaching as you want to give everyone all of the information you have and help them learn as quickly as possible. Avoid trying to tell them everything you know, remember to allow them time to practise as well as receive feedback. This will avoid mental overload for students and allow you to keep those “zoned in” moments to a minimum.

• Use competent students to help you in the lesson. Ask them to throw a pad for someone or to demonstrate while you provide feedback – this will help you keep on your feet and to keep moving and also keep student engagement levels high.

• A large proportion of the coaching we do is with young children – no matter how much planning and preparation you do, you will not often be able to achieve everything you have set out to. Put less pressure on yourself and focus on providing necessary feedback, ensuring everyone has even trampoline time, and is having a fun in a safe atmosphere.

• Remember to be realistic with your coaching goals and to not feel bad when students aren’t learning things fast – they are not only here to learn new tricks, but to develop socially, mentally, and physically. As long as students leave the class pumped, we are doing our jobs just right.