Coach Handbook

This handbook will serve as the main resource that RMCC Coaches will use to conduct their lessons. Drawing inspiration from the HopOn best practices, NCCP Coaching Modules, PMBIA Modules.

Step Number One:




Analyze the Group’s Skill Level.

Here we need to spread out the riders and get a view of their technical abilities. We do that by setting up one of the drills below. There are other games and drills, however these are the best for analyzing skill. You will Challenge them by taking away Attention, Balance, and Control. This allows you to see where they need more instruction and pin-point where they are in their progression.

Step Number Two:




Which Skill/Movement is MOST important for their overall improvement and WHY we are focusing on it.

Choose the Skill Component

Step Number Three:




Teach The Skill that you have chosen

Spend very little time on this component. Simple is better. The WHAT we’re doing, HOW we’re doing it, and WHY should be emphasized in as few words as possible.

  1. Break the maneuver down into no more than two or three steps - focusing on the body movements required and the two main skills involved.

  2. Clearly explain with “bullet points” (no more than three) to the student what they have to do at each step, why and what they should expect the bike to do as a result.

  3. Static Demonstrations (not riding) as you are explaining can help students visualize things as you talk to them.

  4. Demonstrate the maneuver multiple times, or even parts of it if possible, to the student a number of times to give them a clear picture of your explanation.

  5. Practice & Progression: allow plenty of time for trial & error, while providing constant encouragement and positive feedback, while providing a progression of small steps to ensure safe, successful learning.

  6. Re-explaining should only include short, punchy WHAT, WHY, HOW “bullet points” and further demonstrations to keep things simple and the students focused on trying it rather than thinking about it too much.


Brainstorming and Ideation

Initial Instruction and Demonstration

During Drills and Providing Feedback

Key Trail Selection Principles

  1. Match terrain to student ability level - Select trails where students will be challenged but not overwhelmed. This doesn’t have to be a trail, it can be cones setup on a hill to simulate the off-camber/berm corner.

  2. Consider progression - Choose sections that allow for building block approaches. One step at a time, improve on skill and move the challenge higher.

  3. Risk management - Terrain should have manageable consequences appropriate to the skill level

  4. Consistency - For initial skill development, choose sections with predictable, consistent features

  5. Specificity - Select terrain that specifically challenges the skills you're attempting to develop

  6. Adaptability - Have alternative sections available if original choices prove too difficult or too easy

Step Number Four:




Trail

Hitting the trail is the most important part of learning. However we need to choose the correct terrain based on the skill level of the group.

Step Number Five:




Games/Fun

The game can be used to solidify concepts that were previously explored in both the teaching and trail sections. Or it can be used to round out a practice when you feel like you should get back to the base.