Our Coaches

Hi, I'm Shara and I've been involved with Playball for over 10 years.  Apart from being a Playball teacher, I am the assistant manager of the Kingston School Sports Partnership programme which overseas the physical education and sport in ALL schools in the borough!

As a qualified teacher and physical education advisor, I can’t stress how important it is that our young children receive the correct physical stimulus at the optimal time in their lives.  Not only does a structured movement programme such as Playball provide a sound physical basis on which we can build specialist sports skills, but it also creates an environment where social and emotional aspects such as team play, co-operation and confidence are encouraged and nurtured.

The beauty of Playball is that the children don't have any idea how much they are learning - to them it's just a wonderful way of experimenting with a wide range of sports ideas and spending time playing with friends. 

An active body supports an active brain.  The benefits of Playball are evident in the classroom as well as on the court or playing feild.

Give your child an unfair advantage in life and join the Playball way of thinking - it's what the experts recommed!

 

Coach Profiles 

Shara Dillon Head Instructor BA (Human Movement Science) Qualified PE Teacher Enhanced Criminal Record Check First Aid Qualification Additional Sporting and Umpiring Qualifications    Sports  Surrey League Hockey Snowboarding

 

Taffy Byres Assistant Instructor Fully Qualified Playball Coach  Enhanced Criminal Record Check   Sports Rowing Canoeing

TO START IN SEPTEMBER...  Michael "Abs" Absalom - Assistant Instructor Fully Qualified Playball Coach Enhanced Criminal Record Check  Ski Instructor Additional Sporting and Umpiring Qualifications   Sports South Premier League Hockey Tennis Cricket Skiing

Coaches in Action

Philosophy of Healthy Children's Sport Programmes

What children want from sport:
To have fun – children have fun when they are active and feel competent.
To improve skills and learn new skills – to be competent enough to play safely and successfully.
To be with friends or make new friends – provided with a variety of play opportunities.
Thrills and excitement – by being actively challenged.
To succeed – measured by feelings of competency resulting in a positive self-image.
To become physically fit – resulting from active participation.

Bold print is from survey of young athletes in USA and Canada (Gould & Horn, 1984)

 

General Guidelines for Developmentally Apporpriate Children's Sport Programmes

The following guidelines match what children, 10 and under, want and need from sport participation.

Overall philosophy of “learning through play”.

Focus on the “process” – fun, maximum participation, learning skills, social relationships – rather than an outcome.

Opportunity to learn a variety of movement and motor skills, through play and games, that would apply to various sport activities: stopping/starting, jumping, dodging, passing, balance, flexibility, throwing, running, catching, kicking, etc.

Specialization and long seasons in 1-2 sports a year are inappropriate. A multilateral approach, in which children participate in a variety of sporting activities is more beneficial to the long-term development of an athlete as well as being healthier for ALL children, regardless of ability.

Designed with the long-term cognitive, psychological and social development of children in mind.

Sport programs acknowledge, encourage and appreciate interests outside of sport.

Designed to ensure active involvement, positive self-concept, enjoyment of physical activity and healthy lifestyles of ALL children involved, regardless of ability or maturation level.

Programs are inclusive - encouraging participation from all children regardless of religion, gender, ethnic background, social or economic status.

Children are involved in activities that allow them to be continuously active. NO waiting in line, elimination games, or long periods of inactivity either by sitting on the bench or by the inherent nature of the games (traditional baseball/softball games).

Children are not put into adult-like competitive situations before learning pre-requisite fundamental skills necessary to be successful. These can be learned through simple “child-like” games that maximize action, and provide both cooperative and competitive learning opportunities that incorporate the components of sport.

Activities are adjusted to individual skill levels so ALL participants are challenged while being given an opportunity for high success rates.

Activities are gender-neutral. Both boys and girls are encouraged to participate, are supported, and are socialized to be successful. Leaders do not make statements that reinforce stereotypes "Achievement days", "festivals", and "jamborees" with a number of skill achievement stations and/or fun stations are more appropriate than tournaments – especially elimination tournaments.

Awards for all-stars, most valuable player, highest scorer and most wins are avoided.

Media attention for individual performances is discouraged – recognizing that early success is often a result of early maturity and has little relevance to future successes.

Leagues or coaches are not allowed to require specialization to a particular sport.

Age classifications are in two year age ranges starting no younger than five.

Teams are formed in a manner to preserve the dignity and positive self-concept of ALL

Skill award programs play an integral role in promoting involvement, skill development and recognition.

Equal play rules are established when team competition is introduced.

No weight loss or gain procedures solely for participation in sport.

Rules are modified to reduce chance of injury-collision potential as much as possible.

Leagues and organizations insist coaches/instructors are trained and certified to teach skills and work with children at the age-appropriate level.

Leagues and organizations provide coach/instructor educational upgrading opportunities including crosscultural sensitivity education.

Leagues and organizations ask coaches or instructors to sign a code of ethics and/or conduct.

Leagues and organizations have parents code of ethics/conduct and provide parent education orientations.

If leagues and organizations use officials in competition, special official’s training programs are provided, designed specifically for officials working with children 10 and under.