Training philosophy
Personal image
Teachers and learners meet in a training situation. Both have different prerequisites, prior knowledge and different needs, expectations and demands. Basic values such as respect, acceptance and humanity form the common basis for mutual understanding. The basic rules of sport include fairness, respect for fellow players, opponents and officials, adherence to the rules of the game and consideration for the environment. The aim of the meeting is not only to transfer knowledge, but also to gain knowledge and personal development.
Competence to act
Human action as a reflected, deliberate activity is captured by the term action competence. It establishes the link between knowledge and ability and serves the credibility of individual performance. The aim of every learner and teacher is therefore to constantly strive to optimise all four competencies, which together form the competence to act:
Self-competence: self-competence includes attitudes, skills and abilities that relate to how you deal with yourself. Self-motivation, resilience, judgement, self-responsibility or self-management skills fall under this term.
Professional competence: professional competence is essentially the result of expertise (knowledge) and the skills and abilities (ability) required to perform certain professional tasks.
Social competence: attitudes, skills and abilities that enable people to behave in a socially appropriate manner in their dealings with others are part of social competence. It is about finding your way in the community, being open-minded towards others and showing consideration without neglecting your own wishes and needs. Socially competent behaviour is expressed through the ability to work in a team, make contacts, criticise and deal with conflict, as well as a sense of shared responsibility.
Methodological competence: methodological competence encompasses the mastery and application of various working methods and techniques. It is the ability to design lessons in a meaningful way, i.e. effective in terms of learning and behaviour. This includes setting appropriate, clear objectives in lessons, careful planning, situationally adapted teaching and self-critical evaluation.
Understanding the role
Every Y+S instructor takes on a role during a teaching activity that they must be aware of. An Y+S instructor organises the training in accordance with the Y+S guidelines and acts in accordance with the role concept for Y+S instructors. As soon as the instructor activity is over, the role can be relinquished. This understanding of the role is very important, especially when a leader is criticised. This criticism should always be aimed at the role of the leader and never at the person themselves or their character.
Leader personality
In the spirit of Youth + Sport, the leaders are committed to the goals of Y+S, create age-appropriate programmes that provide experiences, fun and enjoyment, treat the participants with respect, enable the children to be embedded in the sports community and keep their own leader recognition up to date.
The Y+S leaders act as role models and pass on the basic values of sport to the children. Furthermore, the leaders are responsible for the safety of the participants, respect nature and behave considerately on the sports facilities. The aim of the lessons and training sessions is to encourage children to become independent sports enthusiasts. The conscious handling of one's own body and exemplary behaviour on the part of the leader, committed to fair play, help to raise awareness of the darker sides of sport (addiction, violence, sexual assault, doping, etc.).