Club Coach Manual Second Edition Nov 2012

Australian Clay Target Association Inc.
2012
CLUB COACH MANUAL
COMPILED SEPTEMBER 2012

APPROVED..
ACTA CLUB COACH MANUAL Page |2
CONTENTS
Page
Index 2
Introduction 3
Sample Program 7
M1U1 Role of the Coach 8
M1U2 Communication 13
M1U3 Firearms &n Safety 15
M2U1 Coach Planning 18
M2U2 Utilising Resources 20
M3U1 coaching Athletes 23
M3U2 Shooting Techniques 25
M3U3 Developing the Athlete 36
M3U4 Assessing Athletes 39
M4U1 Evaluation & Review 40

Introduction
Since its introduction into Australia in 1924 and the eventual inauguration of the present
governing body known as the Australian Clay Target Association Inc (ACTA), the sport has
grown to its present strength.
The rules and regulations governing the sport are determined by the ACTA in line with ISSF
Rules, with which every shooter and coach must abide before entering into competitive
shooting. .
The ACTA has, since the late 1970’s, had an Australia wide Coaching scheme set up with a
National Director of Coaching through State Coaching Directors to Zone Coaches down to
Club Coaches. This coaching system is there for use by you – the AISL/ACTA registered
Coach.
Australian Clay Target Association
ACTA National Executive
National Coaching Committee &

National Coaching Director
State Coaching Director
Zone Coach
Club Coach
Coaching in ACTA
Clay Target Shooting is a sport that can be enjoyed by the whole family as a recreation at a
local gun club, or at a competition level from registered club events to regional, state,
national and international competitions. These include World Championships,
Commonwealth and Olympic Games.
Clay Target Shooting has different disciplines to try which include: Trap, Skeet, ISSF and
Sporting Clays. Each discipline varies in its approach and delivery of targets to give a choice
and different experience with Clay Target Shooting.
Acknowledgements
ACTA would like to thank Ms Tricia Van Nus of “Coaching Excellence” for her assistance in
the preparation of this manual and other support material for this course.
Also thanks to the numerous coaches whose thoughts and content has been incorporated.
Level Purpose Target group Course

AISL / ACTA • an introduction to the • club coaches • combined coaching
CLUB COACH principles of coaching and principles and sport
provides training in the skills specific syllabus
required for coaches of club • coaching practice
shooters (10 hrs)
• includes the conducting of
training programs for club
competitive shooters
Accreditation at this level will take approximately 3 months to complete, including the practical
components
AISL / ACTA • involves the knowledge at • coaches seeking • combined coaching
COMPETITION greater depth, for the coach at more knowledge at principles and sport
COACH a State level. a higher than basic specific coaching
• includes effective context • active Club Coach
administration, and skills that • coaches seeking to accreditation for a
aim to promote a process of coach at a minimum of 12
self-improvement. higher level months
• Includes the conducting of
training programs for club /
State competitive shooters
components
• involves the advanced theory • experienced • further theory and
AISL / ACTA and marksmanship, coaching coaches working at the practice of coaching
ADVANCED and advanced instructional elite level • practical coaching
COACH management specific to a • coaches of junior or • coaching research
national and international level senior national squads • active Competition
and/or teams Coach accreditation
for a minimum of 12
months
components
There is also the intention to implement a High Performance Coach Course in the future.
In the longer term, the expected minimum requirements will be as follows:
club coaches Club Coaches
state coaches Competition Coach
national coaches Advanced Coach & High Performance Coach
REFERENCE LIST - Due to uncertainty of availability over time, this list is a suggested list
only. Course Co-ordinators will be able to better direct participants to current available
resources.
Australian Sports Drug Agency DRUGS IN SPORTS HANDBOOK ASDA
International Shooting Sports ISSF RULES / SHOOTERS JOURNAL website
Federation (ISSF)
ACTA Coaching Council VARIOUS PUBLICATIONS ACTA
AISL Club Coach

The Australian International Shooting Ltd (AISL) Club Coach Program is a training program
accredited with the Australian Sports Commission (ASC) and part of the National Coaching
Accreditation Scheme (NCAS).
To become an AISL Club Coach, Participants need to complete the AISL Club Coach
program and then be assessed against the identified competencies using the assessment
tasks within the discipline specific environment.
Participants need to be an AISL Club Coach for a minimum of 12 months as a pre-requisite

before commencing the next coaching accreditation
The required Coaching General Principles components are integrated into this program. The
AISL Club Coach competencies fall within the following General Principle competency
statements:
• Explain the roles and ethical responsibilities of the coach.
• Develop strategies to work with parents, officials and sports administrators.
• Plan and review coaching sessions for beginner level athletes.
• Assess and manage the risks of coaching.
• Safely conduct training sessions, ensuring fun and maximum participation through games and
activities.
• Utilise a range of communication, teaching and behaviour management strategies to help
athletes learn basic skills and tactics.
• Cater for the physical and social development of athletes.
Enrolment pre-requisites
Participants are not required to have completed any other courses as a pre-requisite for this
training program. They should however, have a minimum of 12 months solid practical
experience in the sport. Participants may be asked to demonstrate this practical knowledge
prior to being accepted into the course.
Participants must be registered and financial members of the appropriate Member

Association affiliated to AISL. Minimum age of 18 years generally applies to accreditation.
Awards
Upon successful completion of the course, the coach will receive an endorsed ID card
documenting the level and validity of accreditation from Australian International Shooting Ltd.
This may take 6-8 weeks.
Updating
AISL Accreditation is valid for a period of four years only. To maintain the accreditation,
each coach shall comply with the published AISL/ACTA Up-date policy during that time, and
may be required to return an Activity Statement to your State/Territory Coaching Director for
endorsement at the end of the period.
All coaches will be required to sign the AISL Coaches Code of Ethics Agreement Form when
completing an approved course, or applying for re-accreditation. The practical coaching
requirement may be documented in an ACTA Log Book, or submitted by written statement
when applying for re-accreditation.
The names of the coaches who have completed the update process shall be sent to the
Australian Sports Commission for re-accreditation. A fee is payable to AISL for the renewal
of the accreditation.
To maintain accredited status, coaches must remain “active” within the sport, by:
a) participating in appropriate coaching activities during the 4 year period,
b) being assessed as competent in line with the published assessment criteria, and
c) be a financial member of the organisation
Assessment
Assessment will consist of completion of the following:
1. Participants will be assessed (observed) in a practical coaching situation or simulated
situation (within the discipline that they will be accredited) against the performance
criteria on at least 2 occasions. Assessment #1
2. Written Workbook tasks and a Rules Quiz are to be undertaken during the program.
Assessment #2.
3. Participants will be expected to complete a Diary during the practical program and
discuss entries/comments with a coach/mentor. Assessment #3
Coaches who are assessed as ‘not yet competent’ on any of the above assessment tasks
will have the opportunity to re-submit at a time to be negotiated with the course coordinator
Competency Statements
Club Coach
The club coach will be able to demonstrate the following competencies in the discipline that
they are seeking accreditation;
• Teach shooters to shoot in a safe manner
• Instruct shooters regarding appropriate conduct on the range
• Teach range standing orders and club rules
• Teach the basic shooting techniques of the individual discipline to a beginner
• Explain the roles and ethical responsibilities of the coach.
• Develop strategies to work with parents, officials and sports administrators.
• Plan and review coaching sessions for beginner level athletes
• Assess and manage the risks of coaching.
• Safely conduct training sessions relevant to the specific discipline, ensuring fun and
maximum participation through games and activities.
• Utilise a range of communication, teaching and behaviour management strategies to
help athletes learn basic skills and tactics.
ACTA Manual
This manual has been produced for the benefit of you, the participant, in the AISL/ACTA
Club Coaching course. It is by no means a complete guide, only a starting point, from which
you can build a resource that will help you later in your coaching.
Do not be afraid to add to this collection, and gain a broader outlook on coaching. There are
many young and not so young people who have the personal ability and commitment to
become champions. Your challenge is therefore to help them achieve their goal and at the
same time enjoying within yourself, the challenge of being a good coach.
Sample Program for Club Coach Course

DAY 1
8.30 – 8.45am Introduction & paperwork
M1 – Unit1 8.45 – 9.30am Role of the Coach
M1 – Unit 2 9.45 – 10.30am Communication
Refreshment break
M3 – Unit 3 10.50 – 11.40pm Developing the Physical Shooter
M1 – Unit 3 11.40 – 12.45pm Firearms Safety and Local Legislation
Lunch
M2 – Unit 2 1.30 – 2.15pm Utilizing Resources / Coaching Kits
M3 – Unit 2 2.15 – 3.45pm Shooting Techniques & Practical

M3 – Unit 4 Coaching
Assessing Shooters
Refreshment break
M2 – Unit 2 4.00 – 4.45pm Basic Equipment Maintenance
DAY 2
M3 – Unit 1 8.30 – 9.45am Coaching Shooters
M2 – Unit 1 9.45 – 10.30am Coach Planning
Refreshment break
M3 – Unit 2 10.45-1.00pm Shooting Techniques & Practical
M3 – Unit 4 Coaching
Assessing Shooters
Lunch
M2 – Unit 2 1.45 – 2.45pm Technology devices - HRM / Video
M3 – Unit 4 2.45 – 4.00pm Assessing Shooters

M4 – Unit 1 Reviewing Coaching Sessions
Refreshment break
4.00pm Coffee & Summary / Accreditation
Procedures
M1 U1 ROLE OF THE COACH
UNDERSTAND YOUR ROLE AS A COACH – WHAT IS THAT ROLE?
Coaching is not just about improving the physical performance of an athlete. In taking on the
role of the coach you must accept that the development of the athlete as a ‘whole’ person is
as important as the athlete’s success in sport. As a coach you can have a considerable
impact on the development and lives of your athletes.
The role of the coach is wide ranging and varied.

At times you may be asked to be a person of many parts!
Teacher…passing on knowledge, teaching new skills.
Trainer…improving athletes’ fitness.
Motivator…providing positive reinforcement.
Manager…organising practice, planning competitions.
Counsellor…providing advice, settling disputes.
Fund Raiser…finding sponsorship, running raffles.
Friend…providing empathy and support.
Disciplinarian…being firm but fair.
Scientist…applying sport science to the training programme.
Leader…providing a philosophy and vision for your athletes.
THE ADVANTAGES AND DISADVANTAGES OF VARIOUS COACHING STYLES

Following are some different coaching styles that you may identify. These coaches have a
range of qualities, some of which you will recognise in your own coaching. While there are
disadvantages and advantages to any coaching style, all these coaches can be successful.
It should be noted that the coaching styles presented are examples only. Most coaches,
rather than fitting neatly within any of the described styles, will have a mixture of qualities
from all of the styles.
“Enthusiastic but lacks experience” Coach

• Loves the sport and sees coaching as a way to be involved.
• Enthusiasm is contagious - can get over-excited at competitions.
• Transmits anxiety by being too tense.
• Has difficulty understanding the casual player who does not share their
enthusiasm.
• Lacks knowledge on analysing and coaching skills.
• Tends to speak quickly and loudly when giving instructions.
“Nice guy” Coach

• Is always positive and rarely gets upset.
• Is interested in being a ‘buddy’ to the athletes and develops a good
rapport with the athletes on an individual basis.
• May concentrate too much on social aspects during practice.
• Tends to be ‘soft’ when at times more discipline is required.
• Can sometimes be dominated by athletes.
“Singleminded or fanatical” Coach

• Lives and breathes the sport.
• Has good sport-specific knowledge but is not necessarily an
effective coach.
• May demand long and arduous practices.
• Good “team” spirit when winning, frustration when losing.
• May take an authoritarian approach in disciplining athletes.
• May spend many hours during the week on planning and
administration, and documents everything
“The Effective and Respected Coach”

The effective and respected coach will share some characteristics with all
of the above coaching styles. However, their knowledge and approach to
coaching allow them to adapt the skills to meet the needs of the athletes.
The effective and respected coach:

• continually seeks coaching knowledge from a variety of sources
• is very organised and has planned ahead.
• has learnt from previous experiences of coaching (and perhaps playing) the sport
• understands and appreciates the strengths and weaknesses of individual athletes
• is a good communicator
• is concerned about winning but focuses more on the performance of the athletes.
Approaches to Coaching
Your style of coaching will, to some extent, determine your approach to coaching. There are
many different approaches to coaching that cover a wide range – from pure task to a totally
social orientation:
The Task-Oriented Approach

The task-oriented coach is one who strives to achieve goals. They learn as much about the
sport as possible and focus on teaching skills effectively. The task coach aims to play the
sport well, overcoming barriers to success.
The Social-Oriented Approach

The social-oriented coach is one who emphasises the athlete’s need for affiliation. They
focus on group belonging, forming friendships, having fun, and working cooperatively.
There are few coaches who are entirely task, or totally socially oriented. The approach you
take as a coach will change with time and experience and will largely depend on the athletes
being coached. It should be consistent with the athletes’ ages and abilities, with the goals of
the team and with your own coaching philosophy.
As a coach you should endeavour to satisfy both the task and the social needs of your
athletes as both of these needs exist (to varying degrees) at all levels of sport. Therefore, by
taking an athlete-centred approach the coach can deal with these needs as they arise.
DEVELOP YOUR OWN COACHING PHILOSOPHY

AND UNDERSTAND HOW IT IMPACTS ON YOUR ATHLETES
ACTA CLUB COACH MANUAL P a g e | 10
Every coach should have a coaching philosophy.
A philosophy is a set of values or beliefs that govern your actions, help you make decisions
and set your priorities. A philosophy is based on ideas formed from your personal
experiences, opinions gained from the knowledge you acquire, and your hopes and
aspirations for the future. Your coaching philosophy will reflect what you believe is your role
as a coach. In developing an effective coaching philosophy you should consider the
following:
What are your reasons for coaching?

Following are some reasons often given by coaches for why they coach:
• To put something back into sport.
• To help others achieve.
• Love the sport and want to stay involved.
• For the recognition.
• Enjoy coaching.
• For the sense of control.
• To do something worthwhile with their spare time.
• To win.
• To learn more about the coaching process.
Remember why athletes participate in sport….

Athletes participate in sport for many different reasons. It is important as a coach to consider
why your athletes are participating, and what they want to achieve over the season/year and
beyond.
Addressing this issue reduces the chance of future misunderstandings, and the athletes are
more likely to stay involved in the sport.
Following are some reasons why athletes may participate in sport:
• Achievement of goals.
• Health and fitness.
• Having fun.
• Friendship and social activities.
• Sense of belonging.
• Sense of direction and control.
• The thrill.
• Fame and money.
DUTY OF CARE
Each Coach has the responsibility to be aware of the implications of the often used phrase
“duty of care”.
Ultimately the coach needs to respect the privacy of all shooters while at the same time
instructing them in current safe practices with appropriate information being given to them
prior, during and after the conduct of the sport.
It must be remembered that often coaches will need to work with shooters of differing ages
and genders and this in itself can pose a challenge. It is fact that a younger person will
usually require closer monitoring and support than an adult.
Area of attention:
 Explain what you are doing and/or what you wish to do.
 Minimise physical contact with the shooter - essential contact only.
 Establish good communication with the shooter prior to range work
 Minimise risk by knowing your shooter and their capabilities
 Stay alert to the potential risks of the range and the sport
 Provide accurate and reliable information to the shooter
Each Coach takes on the responsibility of ensuring that not only the personal physical safety
of each shooter in their care is assured, but that the shooter is able to enjoy the sport without
undue harassment or fear.
RISK MANAGEMENT
Risk Management involves an assessment of the risks of shooting – and have an evolving
working plan to minimise or eliminate risk to the shooter or visitor to the sport. This should
include an ongoing review of procedures at the range, and during training sessions, and/or
of the range structure itself, which can highlight issues that require attention.
These can then be documented and presented to the club management for action. The
responsibility of individuals should be clarified, and that of the officials of the sport,
respected.
Shooter injuries are more often self-induced, caused by other persons or objects in the place
where the activity takes place. The effective coach should be prepared to deal with minor
situations, and know when to refer shooters to seek professional medical advice.
To specifically minimise potential injury risk to the shooter, the coach should:
• be informed about the health of the shooter.
• encourage a fitness program in the shooter, that includes a warm-up routine and
stretching before shooting.
• be familiar with the range environment
LEGISLATION THAT HAVE IMPACT ON THE COACH
1. WORKING WITH CHILDREN

While each State has a varied approach to working with children, the concept is the same.
Those coaches who work with children (any person under the age of 18 years) must respect
a standard level of conduct.
To this end, it is recommended that every accredited coach obtain a Working With Children
card (or each State’s equivalent if available)
Note: Some States at this point only recommend a Police check be undertaken.
2. CODE OF BEHAVIOUR
AISL is fully committed to providing a safe sporting environment in which the principles
contained within the Coach’s Code of Behaviour are respected and promoted.
This form requires Coaches to:

• agree to abide by the AISL Code of Behaviour
• acknowledge that AISL may take disciplinary action, if they breach the code of
behaviour (In the event of an allegation, AISL have implemented a complaints
handling procedure in accordance with the principles of natural justice)
• acknowledge that disciplinary action against them may include de-registration from
the Accreditation Scheme.
Code of Conduct for Athletes

Establish a code of conduct for athletes at the start of the
coaching program outlining what is acceptable and what is
unacceptable behaviour. It is important that each athlete
understands and accepts the code of conduct, so include your
athletes in the decision making.
A Code of Conduct May Include the Following:

• The rules of the training session or competition.
• Attendance and expected attitude at training and competitions.
• Attitude and behaviour towards others, e.g. officials, spectators, other athletes.
• Disciplinary action.
• Promote the fair play philosophy.
• Recreational and/or performance enhancing drugs.
3. FIREARMS LEGISLATION
It is important that the coach fully understands his/her local firearms regulations in terms of
• Handling your shooter’s firearms
• Whether a permit is required when travelling interstate
• Whether a junior can obtain a permit or licence, and under what conditions
As the State Firearms regulations vary, it is impossible to collate definitive information in this
document.
INCLUSIVE COACHING
Shooting is a sport which presents few boundaries when it comes to:
Gender – both females and males are able to compete on an equal basis within
Australia. Shooting is not a power sport to be influenced by gender strength, and while
there may be a gender membership bias, this is not translated to performance.
Age – from 12 to 84+yrs, shooting is one of the truly life-long sports
Skills – with the observance of a grading system, all shooters compete with their “skill level”
peers
Disability services. The shooting sports are well equipped to involve the disabled.
M1 U2 COMMUNICATION
The measure of the coach ultimately lies in the performance of the shooter.
The knowledge known by the coach is of little value if the knowledge cannot be clearly
communicated to the shooter and hence influence the performance.
Apart from the coach having a clear picture of what is required, the shooter also needs clear
vision of the proposed direction.
Communicate more the “WHAT TO DO” for the future and not upon mistakes that occur
along the way. This does not mean that it is not valuable to direct the attention of the
shooter at times, to the discrepancy between his efforts and the required performance.
Coaches are often in the situation where they are instigators of changes in training or
tactics. People differ in the extent to which they accept change. Some shooters are more
receptive to change, while others resist any change.
Good coaching is often the result of effective communication. Effective verbal

communication involves asking good and effective questions, encouraging expression, and
good listening.
Good listening is the ultimate key to success. Posture, facial expression and gestures
go hand in hand with the listening process.
A balance of… VOICE….TIMING….MANNER….INVOLVEMENT….CONFIDENCE
Listening Skills…The manner of the questions being asked of the competitor is relative to
the answer you will receive.
OPEN QUESTIONS – questions that can only be answered with a sentence, or leads the
athlete to further discussion. The OPEN question is very effective.
ie “walk me through the first part of the competition today” (this has to have a sentence
answer and gives the coach more time to LISTEN)
CLOSED QUESTIONS – easily answered with one or two words, and closes discussion.
ie “how did you go today” (easily answered with a shrug and/or OK” – invites the coach to
talk, which is not the intention)
Think about how you interact with athletes – your questions, and how much
time you give them to work through their thoughts.
USEFUL GUIDELINES
* BE POSITIVE IN YOUR APPROACH

give good feed-back
have realistic expectations
praise effort as much as results
* HOW TO GET POSITIVE THINGS TO HAPPEN

set a good example
encourage effort and give meaningful encouragement
encourage shooters to be supportive of each other
* CREATE A GOOD LEARNING ATMOSPHERE

set clear, realistic goals
give instructions clearly and concisely
ensure that instructions are understood
be patient and acknowledge effort and progress
* COMMUNICATING EFFECTIVELY
encourage shooters to express their concerns to you
be sensitive to their individual needs
communicate when the shooter is most receptive
resist using the technical jargon too soon – keep the phrases clear
remember that all those at the range are there for a purpose
listen, and check that you have it right, before diving in with an answer
* HOW TO GAIN RESPECT

be a fair and considerate person to your shooters and range personnel
lead by good example
don't demand respect ... earn it
Remember the old saying – “we have two ears, and one mouth....for a reason”
 The coach is the translator of knowledge to the shooter. The coach must
speak in the same language as the shooter and speak in a clear and
concise manner.
 Be calm and sure of yourself - the shooter will respond to this reassurance
and presence.
 Use varying methods in the communication process.
 Communication involves listening. Listening includes - attentive hearing,

paraphrasing, restating, and clarification.
 Communication involves TALKING and LISTENING, and when to use each

wisely. Learn the balance.
 Non-verbal communication demonstrates HOW more than WHAT - you say.

M1 U3 FIREARMS & SAFETY

As well as the more obvious firearms and range safety, the coach has a wider responsibility
to be aware of, and promote occupational health and safety regulations as appropriate to the
personal safety of all those attending a rifle range. Further information can often be obtained
from your local OHS department, and is very useful.
Safety must include providing a training atmosphere that is felt to be physically and mentally
secure for all age groups and sexes. Intimidating actions or phrases cannot be tolerated.
Safety
Safety can never be stressed too much, and with the Australian Clay Target Association a
firearm is always treated as loaded unless seen to be different.
You, the coach and individual, become the safety catch of all firearms and everything else
on the firearm becomes a mechanical device.
It is therefore essential that safe firearm handling becomes the first rule for all participants.
You, as coach must support these visions.
1. Treat any firearm with the respect due to a loaded gun.

2. Never point a firearm in fun or jest.
3. Carry the firearm so that you control the barrel even if you stumble.
4. Become the safety catch of the firearm.
5. Load the firearm only when it is your turn to shoot.
6. Always unload when the red flag is shown or at the referees command.
7. Ensure you have the correct calibre cartridge for the gun in use.
8. Do not play with or modify firearm mechanisms.
9. If a firearm misfires keep the barrels to the front and wait for the referee.
10. Firearms and alcohol do not, and never will, mix.
Safety is your responsibility not someone else’s

It is also highly desirable that the Club Coach be an accredited Range Officer as well.
The coach must be fully familiar with both the rights and responsibilities of competitors,
coaches and officials, as specified in the ISSF and ACTA Rules.
Shooting Etiquette for Athletes & Coaches
• Club Officers and Committee members - they respect constructive criticism and
expect your assistance and co-operation.
• It is your responsibility to ascertain squad timing and layout - be on time.
• Respect the other shooters’ rights to perform without interference.
• In the all disciplines, stay in your station until the shooter on your right has shot.
• In the Skeet discipline, unload before leaving the shooting station.
• Remain on the layout until the last shooter has finished.
• Dress in a clean, neat and tidy manner.
• Respect the referee’s decision and do not obstruct his/her vision.
It is not possible to list the firearm regulations in this document, as each State varies.
Please ensure that you, as the coach, seek accurate information from the Firearms Dept or
your State Association, ESPECIALLY regarding the handling of firearms by coaches.
CARTRIDGES
With the ever-increasing number of cartridge manufacturers, the choice of cartridges in
Australia today, is increasing. This large range offers competitors an infinite choice in quality,
speed and shot size. A cartridge can be selected to meet individual needs, both for the
discipline and the physical stature of the person.
A cartridge should be selected for the right reasons and with thought given to the best
cartridges for that particular purpose.
These purposes could be:

i. Discipline being shot i.e. Standard Skeet as against ISSF Skeet
ii. Physical stature of a competitor
iii. Style of shotgun being used
iv. Experience and the ability of the individual
For the novice shooter, care should be taken to select a cartridge with minimal recoil, so as
not to create problems which excessive recoil may cause. It is a fact in our sport that the
slowest competition cartridge available will break clay targets, if the shotgun is pointed and
controlled correctly.
It is the coach's task not to allow the pupil to lose confidence because of poor cartridge
choice.
Down the Line 28 gram (1 oz) 7, 7 1/2, 8

Skeet 28 gram (1 oz) 8, 9
ISSF Trap 24 gram (7/8 oz) 7, 71/2, 8
ISSF Skeet 24 gram (7/8 oz) 9
12 gauge is the most commonly used shotgun gauge in Australia, followed by the 20 gauge
in small numbers.
EMERGENCY ACTION PLAN

All Coaches should be aware of the most appropriate ACTION PLAN in the case of a range
emergency. It is of little value to wait until there is a situation, before trying to establish a
plan of action.
Emergency Action Plans should consist of

• method of evacuation of the range and the range site
• noting established evacuation points
• the procedure for dealing with minor injury
• the location of the range medical kit
• the procedure for dealing with unexpected serious medical situations
• the procedure for calling in outside medical assistance or other emergency
services
• the location of the main power switches / water supply etc
• the procedure for communication during an emergency
• the location of any emergency equipment ie fire-fighting / axe / hose
Emergency Action Plans are local documents that relate specifically to the club and range
for which they are created. Know the range where you are coaching, and, if need be, help
formulate an appropriate Emergency Action Plan.
RANGE COMMANDS
Coaches must ensure that they are familiar with the standard ISSF/ACTA range commands
for the conduct of an event or practice. Within those commands is an implied safety
procedure, and the coach should understand both the commands, intentions and
implications of the command/s.
Having stated that, it is then imperative for all range officials across Australia to work within a
similar framework, and use similar phrases as prescribed within the Rules.
It is anticipated that during both the theory and practical component of this course, all
coaches will experience first hand, the common range commands and directions.
M2 U1 PLANNING – for the coach

If a coach is to perform at anything like full potential, he/she first needs to clarify:
 what his/her job is (Clarification)
 what standard of achievement is expected of him/her (Expectations)
 how he/she is getting on. (Evaluation & Review)
Unless the coach has a clear understanding of what he/she is trying to achieve, of what
standard he/she is expected to maintain, and how well he/she is standing up to those
requirements, his/her performance will be significantly lower than it could be.
PLANNING – coaching shooters

The coach should firstly determine, in consultation with the shooter, an OVERALL
OBJECTIVE, and under this, a number of OUTCOME OBJECTIVES and outcome
statements.
THE OVERALL OBJECTIVE SUMS UP THE TOTAL FUNCTION OF THE JOB IN

HAND. THE OUTCOME OBJECTIVES WILL EACH DEAL WITH A PARTICULAR
PART OF THE OVERALL OBJECTIVE.
Objectives should be written. If this is done, the shooter and coach are ready to correctly
identify the aspects of each role. Outcomes statements and objectives can then be
compared with evaluation standards, and the coach can be assured that the objectives
selected are well suited to the shooter concerned.
PERSONAL GOALS ARE THEN SET WHICH WILL HELP

THE SHOOTER TO ACHIEVE HIS OUTCOME OBJECTIVE.
When setting personal goals, these questions must be answered.
• how many are appropriate and achievable?

• over what period?
• how easily are they to be achieved?
• how precise are the goals?
• how readily are the goals subject to change?
• can the goals be measured?
REVIEWING THE TARGETS/GOALS

When a review takes place at an appropriate time, the following check list should be
made.
a) Whether the goal was achieved, and if so, can you learn anything from the
methods used to achieve it.
b) If it was not achieved, was this due to
- failure on the coach's part
- failure on the shooter’s part due to lack of interest/motivation
- unattainable goals – lack of time
- unforeseen circumstances (illness)
c) If it was not achieved, should the time limit have been reviewed or extended.
Goals must be SMART
S = Specific. Saying,.. "I'll go to training," is not a specific goal. Better to be.. "Next week I
will work on head position on the stock" or “next session is a practice competition”
M = Measurable. Set goals that are measurable in quality or quantity, and keep records of
sessions. These are powerful and motivating tools to assuring a new habit becomes a long
term behaviour
A = Attainable. In the enthusiasm of the moment we often make promises that are
difficult to keep when enthusiasm wanes. If you're looking for a magic bullet the chances
are you'll end up shooting yourself in the foot. Realizing that change doesn't happen
overnight will help you set realistic goals you can achieve. It's the SMALL changes that are
the key to permanent change.
R = Realistic. Goals should reflective of values and compatible with lifestyle. If not they can
be the source of distress. Success is about learning how to customize activities to find the
right fit. For example, if your athlete doesn’t enjoy working out with others it's unrealistic to
push them to join an aerobic exercise class.
T= Timely. Work within an appropriate time-frame to implement change.
Most important – goals are established jointly by Coach and Athlete
THE TRAINING PLAN

The training plan is the key to achieving the long and short term goals, as determined by the
shooter, in consultation with the coach.
Important key words in any training plan should include:

• objectives & goals
• length of time
• method of training
• physical component
• mental training
• shooting technique training
• shooting diary
• specific session elements
• individual differences
• evaluation and review.
Having taken these key phrases into consideration, then the process of assembling a
suitable Training Plan can begin.
Create all specific Training Plans with the individual athlete in line with all the areas
mentioned above. However, having said that, it is also essential for the Club Coach to have
in their “bag of tricks” a general set of session plans (perhaps for a month or so) that can be
pulled out and used for the novice to shooting.
Be prepared to use the resources of mentor coaches and others in the club.
A successful Training Plan is vital for the growth of both the athlete and coach. Both can be
confident in the positive development of the plan, and use it to advantage.
M2 U2 UTILISING RESOURCES
The shotgun is a piece of precision equipment, that should be treated as such, and will
reward the owner with many years of reliable service.
CLEANING SHOTGUN (OVER & UNDER)
The cleaning of a shotgun should be conducted at the conclusion of each day’s competition
or training.
a. There are two variations to cleaning barrels.
a) First by the use of a Bore Snake (pull through), which is specially designed to
remove fresh plastic and lead from the barrels. This is not a substitute for a
full clean but is used if shooting is to continue the next day.
With the barrels separated from the action, drop the weighted end of the bore-
snake into the chamber and out through the muzzle end. Pull briskly through.
Repeat several times.
b) Second using a correct cleaning kit of rods, brushes, solvents and oils.
With the barrels separated from the action, use a chamber mate brass brush to clean
into the chambers and cartridge forcing cones. Also, using the same brush and from
the muzzle end clean the choke system.
Then from the chamber end using the rod and brass brush run through the length of
the barrel several times. Change the brush to a loop with cloth patches and add nitro
solvent, work the patch up and down several times. Change cloth and repeat.
To complete use a dry patch and remove any excess solvent.
A fine coating of oil may be used when storing, although it is generally recommended
to leave shotgun barrels internally dry.
b. Action
With the action separated from the barrels, use an action cleaning brush (toothbrush
style) and remove all grit and carbon residue from the barrel recess, as well as the
locking system and hinge pin area. Lightly oil the inside walls. Using a quality gun
grease put a match head size portion on the hinge pins and fore-end to action
bearing surface. Using a silicon cloth wipe all parts wood and metal over before
placing in gun case.
NOTE: If barrels are equipped with removal chokes, the barrel must be cleaned with these
chokes remaining in the barrel.
After the barrel is cleaned they then can be removed and cleaned separately before
putting a “thin” film of oil on them and then replacing the chokes into the barrel with
only a “wrist tight” final lock.
c. Triggers
If the shotgun is equipped with removal triggers they can be removed and cleaned
separately with a cleaning agent, dried, then a few drops of oil placed on the sears
before re-installing to the action.
CLEANING ITEMS REQUIRED:
1. 1x12g Bore Snake

2. 1x 12g Cleaning Kit (complete with rods, brushes, oil & patches)
3. 1x 12g Chamber Mate (brass brush) and handle
4. 1 x gun grease
5. 1 x solvent
6. 1 x action cleaning spray
TOOLKIT
A coaching kit consists of all those items that assist the coach in the performance of his/her
duties.
Over time, coaches may assemble a collection of physical items in a small bag or toolbox
and simply take the collection to the coaching session as a whole kit.
Items that would be deemed to be of use include:

Stopwatch ISSF Rule Book Blue tack
Screwdrivers Allen keys Masking tape
Pen knife Cleaning patches Ear Plugs
Black texta Solvent/oil Shooting calendar
Pen Tissues/cloth
For most situations that may arise in competition or training, the coach has then an item that
may assist in the resolution and improvement.
COACHING AIDS
These may include:
Pre-recorded dvd/videos – check what is available on the internet, or other
shooters/coaches
Books - specifically on shooting or other self-improvement. There are always new aspects
on the sport being published. There are often good diagrams or phrases that may be
extracted and used in the practical coaching.
Visual aids - these may take the form of photographs of the shooter, or photographs of
other elite performers, recorded video sessions of the athlete, diagrams to assist learning.
Many good visual aids have been made by coaches who see a particular need to show,
rather than tell.
Websites – In this electronic age, the most exciting area of development is that of the
internet. There are numerous websites with a mountain of material that can be of use to the
astute coach.
TECHNOLOGY
This area is one of the most challenging and exciting new areas of coaching support.
The use of technology has given insights to the coach that were previously not available.
The specific items discussed shall include:
DIGITAL CAMERA – provides the opportunity for the shooter to see themselves in position.
A digital image is ideal to re-enforce the shooter’s positive actions and detect minor errors.
VIDEO CAMERA - it is still one of the most valid pieces of equipment that a coach may
utilise. It provides a visual record of the shooter’s actions, which may be viewed many
times, either to consolidate a given pattern, or reviewed with a view to the adoption of a new
procedure. The video is a valuable tool in coaching, as it allows the coach to record what
the shooter cannot see……..themselves!
Once familiar with the operation of the particular camera, there are a few simple
guidelines:
• For filming over a short or extended period of time, always set the camera on a
tripod or firm table. There is no value in trying to show the shooter his/her stable
standing position, if the camera waves like a flag in a breeze.
• Film slowly if there is to be any movement - the human eye reacts much faster
than a video camera. Zooming should be done very slowly (if at all).
• Do you wish to record a commentary….. have you worked out a script.
• Video session also need objectives.
• There is no value in simply aiming the camera at a shooter and squeezing the
ON button.
• Both the coach and shooter must know
o why the camera is recording.
o What elements can the camera best record ?
o the complete shot routine - ie the rhythm
o follow-through - in other words, the outer position, or the outwardly visible
items.
It is a valuable resource that takes little engineering expertise to action, and in consultation
with the shooter, can provide valuable insights.
M3 U1 COACHING ATHETES - HOW TO GET READY TO INSTRUCT

Break down the instruction. Do the job or rehearse the subject beforehand.
Divide the learning into STAGES. Select the KEY POINTS.
SAFETY FACTORS ARE ALWAYS KEY POINTS
GET EVERYTHING READY AND PROPERLY ARRANGED.
Step 1 PREPARE
• put shooter at ease and state the task clearly
• check existing knowledge
• create interest in learning
Step 2 PRESENT AN EFFECTIVE DEMONSTRATION OF THE SKILL

• tell, show, illustrate, one step at a time
• say as little as possible – show!
• stress KEY POINTS - instruct clearly, completely and patiently
• give essential information at a suitable pace
Step 3 PROVIDE OPPORTUNITY TO PUT INTO ACTION

• indicate personal responsibility
• check understanding of KEY POINTS and continue until satisfied
• provide further resources
• encourage questions and provide means of feed-back
Step 4 RECAP/RESTATE AND INVITE FEEDBACK

• check that your instruction points have been understood
• give time for questions and comments
ANALYSING THE TASK

Each task will demand a particular type of behaviour:
• one may require a physical skill
• one may require a mental skill
• or demand great concentration
Complex tasks may demand a combination of these. The process of assessing these
various skills and knowledge components is TASK ANALYSIS, and it is vital to the design of
a training or coaching program.
It aims to answer the following questions regarding each task performed.
What level of ability and aptitude is required?
What degree of knowledge and skill is required?
What degree of decision making is entailed?
Answers to these questions will assist in the design of training.

ACQUISITION OF SKILL
 LEARNING
LEARNING is a relatively permanent change in performance resulting from practice.
SKILL is the degree of success in achieving an objective with efficiency and

effectiveness.
Skill is specific and involves several characteristics.

• it is an organised sequence of movements
• it requires spatial and temporal organisation
• it involves accuracy and uniformity of execution
• it is done to accomplish a purpose
 THE LEARNING PROCESS
Many skills are learned by trial and error. It is the job of the coach to short circuit the trial and
error process with appropriate information leading to skill transfer from the known to
unknown..
The Learning stages:
COGNITIVE ....the beginner will first attempt to understand the task and its demands.
Verbal instructions and demonstrations are very important at this stage.
ASSOCIATIVE ....errors are gradually eliminated.
Such factors as prior experience, difficulty of the skill, practice schedules, and motivation of
the learner will determine the length of this phase of skill learning. The coach should provide
feedback and motivation.
AUTONOMOUS ...practice tends to automate skills beyond level of attention
 PRACTICE
1 . Practice is essential to acquiring skill in any motor task.

2. The most obvious effects of practice
• increasing the fluency
• increasing accuracy
• reducing errors
3. Practice alone, is not sufficient for
improvement.
Without ……
• knowledge of effective outcomes
• interest and attention to detail
• the usefulness of the task
• readiness to learn
• and a degree of practice routine
….the skill is not retained
M3 U2 SHOOTING TECHNIQUES
NOTE:
While coaches may be familiar with the following discipline information, please remember that
Club Coaches need to be familiar with ALL the disciplines of Shotgun – hence the brief
descriptions within this unit.
Coaching Novices
The first and most important objective to achieve with novice shooters is that they receive a
satisfying introduction to target shooting. To attain this, the novice will need to shoot
comfortably, and achieve success early.
The novice is at the range because they want to shoot and break targets. To ensure a
successful start, the coach will need to make some basic assessments quickly and without
unnecessarily distracting the shooter.
These will include
• Check eye dominance – it is a major factor to successful shooting.
• Clothing - no excess bulk on the shoulder or loose ends to catch the gun
coming into and out of the shoulder.
• Hat, Ear and Eye protection - ear protection is a must and effective eye
protection is recommended - lenses should be of safety glass or impact-
resistant plastic. Closed footwear should be worn.
• Gun fit - never perfect with a novice, but should be within reasonable limits
• Stance - as well balanced as possible, gun mounted with butt firmly into the
shoulder, cheek landing solidly on the gun.
The Shotgun
Gun Fit
In order to be able to shoot well with a shotgun, it is essential to use one which “fits” the
person. The factors which determine whether or not a gun is a correct fit are stock length,
comb height, drop at heel, angle of the butt, balance and cast. Two of the more important
are stock length and comb height. These two factors are closely linked.
For the novice in particular, there will be so many of the fundamentals requiring attention that
it will be difficult to determine gun fit with any real accuracy in the early stages.
Provided the novice's gun is a reasonably fair fit, any temptation to make dramatic changes
to its configuration should be resisted until such time as the shooter has more skill level.
DEFINING WORDS
Stock length - Fore-end - Pitch - Butt - Cast - Comb - Grip
Choke - Barrels - Balance – Swing – Heel – Toe - Trigger
NOTE: these phrases are part of the shooting “lingo” and coaches are aware of the
meaning, without a second thought. To the newer shooter, most are phrases “from
another planet” Use the terms, then show/explain
Characteristics of Shotguns
The range of shotguns available to the competitive shooter is both large and varied. It is
imperative that the coach has a sound basic knowledge of their basic characteristics and
fundamental differences, so that they may utilise this knowledge to benefit their pupils.
When advice is given, careful attention should be taken of the physical makeup of the novice
and directly relate it to the firearm. Items such as left or right handed, height, weight, neck
and arm length should be noted. These individual characteristics should mate to the
firearms dimensions i.e. flat trap or skeet stock, barrel length, chokes and overall weight.
A wrong choice can make the process of learning the sport of clay target shooting difficult.
The individual may have preconceived ideas of a preferred brand, use this knowledge,
coupled with logical explanations to enable them to make the right choice.
Stock Length
Stock length is given as the length of pull measured from the face of the trigger to the centre
of the butt. This measured length varies according to individual characteristics and may be
calculated using various methods.
One method is to measure the distance between the leading finger (of the hand holding the
pistol grip) and nose. Average measurement will be 30 mm to 40 mm. Another is by
measuring the distance between the rollover of the thumb (of the pistol-gripped hand) and
the nose. Average measurement will be 25 mm to 40 mm. Measurements are taken with the
shotgun in the mounted position.
Butt & Forend

The end of the stock to which the recoil pad is fitted. The upper point (heel) and the lower
point (toe). By altering the angle between the two, the required barrel pitch is obtained when
the gun is shouldered. The forend forward of the action enables the user to grip, balance
and direct the shotgun. The shape and size of forends are varied and the individuals hand
will dictate choice.
Grip
The section of the stock held with the rear hand. This grip hand is used to bring the stock to
the face and hold the firearm to the shoulder. A semi pistol grip style is generally designed
into Skeet and Trap shotguns. As with the forend, the individuals hand will dictate the size
and shape.
Gun Balance
Most of the 'off the shelf' over and under shotguns have a balance point at or around the
barrel / action hinge pin. Work with your shooter to confirm this point.
Barrels
Depending on the discipline being shot, barrel dimensions are reasonably static.
Skeet 70 cm choked, Skeet and Skeet

Trap 76 cm choked, Modified (1/2 choke) & Full
Barrel weights are becoming increasingly important in the choice of shotgun. Individual
characteristics, styles and discipline being shot will dictate the required weight.
Chokes
Simple definition: The easiest way to describe the variation of choke bores to a novice, is to
state "as the inside diameter or bore is decreased at the muzzle, the shot charge is held
more tightly together over a longer distance. Conversely, the more open the bore is at the
muzzle, the more spread the shot charge will be at a similar distance".
Pitch
Pitch is the relationship between the flat line of the barrel rib and the heel and toe of the butt.
The measurement is obtained by placing the gun against a 90 degree upright with the butt /
recoil pad flat on its base. When the area of the top lever touches the upright, the gap
between the rib at the muzzle and the upright is the PITCH.
Trap 40 mm
Skeet 60 mm
The amount of pitch required is dependant on the individuals physical proportions i.e.
shoulder, neck and chest. Too much toe may cause the muzzle to rise. Too much heel may
cause the muzzle to drop.
Cast
The deviation of the butt/stock from the centre line in either the vertical or horizontal plane.
This is termed "Cast at the heel or cast at the toe".
Individuals with wide shoulders may require more cast tan a person of average build. This
may average out at 5 degree at heel and 10 degree at toe. Cast can become technical and
should be discussed with an expert. Talk to a coach whose opinion you value.
SHOOTING METHODS
The shotgun as distinct from a rifle, is a smooth bore pointing firearm, used for shooting
moving targets. Shotguns fire a cartridge containing a quantity of lead shot, unlike a rifle
which fires one projectile. Because of the time lapse between pulling of the trigger and
breaking the moving target, a different style of shooting is required. This style has become
known as Lead, Swing or Forward Allowance.
i. Swing -Through
This method possibly gives the best results. The gun muzzle starts from behind the
target and is swung through the target. The trigger is pulled as the muzzle passes
the target; the momentum carries the muzzle through to obtain lead. Care must be
taken not to stop the swing as the trigger is pulled.
ii. Pointing Out

Here, the shooter passes the muzzle through the target and when the required lead
is obtained, pulls the trigger maintaining the lead. The muzzle must not stop after
the trigger is pulled.
iii. Sustained Lead

The shooter positions the gun with the muzzle in front of the target obtains the
correct lead and pull the trigger. This is a similar style to 'Pointing Out', and often
used in Skeet.
iv. Spot Shooting

With this style the shooter estimates the required forward allowance and pulls the
trigger while the muzzle is stationery. This method is extremely difficult to master
and is least used.
All four (4) methods may be used as occasion demands, but as experience is gained, the
Swing Through method will generally offer more consistent results.
The Fundamentals
Mention is often made of the need for shooters to concentrate on the fundamentals to the
exclusion of all other things if they are to attain peak performance. What are these
fundamentals that are so important?
For clay target shooting they are:

• Stance & Balance
• Mounting the gun to the shoulder
• Gun position and hold
• Movement, swing and Follow-through
To assist a shooter to improve his/her skills and attain best performance, the coach must
strive to achieve the development of a correct routine based on the fundamentals.
Stance & Balance

To shoot well and comfortably with a shotgun requires a well-balanced, upright stance.
Balance involves maintaining a stance which is comfortable, stable and which promotes a
smooth swing. Everyone must find a personal stance which is comfortable and effective.
Good balance will allow the shooter to move smoothly with the target and to control recoil.
Balance can be improved by the adoption of a good basic technique, and further enhanced
by practice on awkward targets and on awkward ground. Balance can also be improved by
physical fitness. In shooting, a certain level of strength in the arms, shoulders and legs is
important.
Exercises such as swimming, running, and cycling will improve balance and general fitness,
as will games like tennis and badminton, which have the added advantage of improving
hand-eye co-ordination.
Shoulder mount
When instructing a novice shooter, start the training with the gun mounted firmly on the
shoulder. With this the shooter should hold the gun firmly with both hands. The butt should
be placed to the shoulder, inside the point of the shoulder. If the gun is mounted to the
shoulder correctly, then the eye should be directly in line with the rib of the gun, with no
undue pressure placed on the neck or arms to obtain alignment.
If this alignment cannot be obtained in a relaxed manner, then the reason may often be
found by checking whether the stock is too long or short.
Gun position and hold

Once mounted, the gun should point away from the shooter's master eye towards where the
shooter first sees the target.
Swing
Because a shotgun is designed for shooting at fast moving targets at close ranges, and the
time it takes between pulling the trigger and when the shot pattern reaches the target, it is
obvious that the muzzle must be pointing well ahead of the moving target at the instant that
the shot leaves the muzzle. Once clear of the muzzle, the shooter can no longer exercise
any control over the shot pattern.
Rhythm.
Essentially, good rhythm concerns the business of shooting smoothly, as if to a beat. Good
rhythm is unhurried and promotes both an elegant style and consistency.
Cultivating a good rhythm is one of the most challenging, yet important skills of good
shooting, The first stage of developing a good rhythm is to recognize its importance and the
elements required.
Visual contact.
The sighting in the left diagram is more correct. While

the position of the eye above rib/breech is a matter for
debate, the eye on the right is almost certainly too low,
but much depends on the regulation of the gun.
(Illustration from: Michael Yardley, Gun fitting: The
Quest for Perfection, Sportsman’s Press, 1993)
Use of the Eyes

One eye open - or both eyes?
The use of the eyes is not quite as simple as this question implies. To estimate the lead
required for a target the shooter needs to estimate how far away the target actually is. To do
this requires the use of both eyes, which after years of everyday experience automatically
applies telescopic vision to provide a distance estimate. To sight a gun barrel however
requires the use of only one eye and in most people this sighting can be done instinctively
even though both eyes are open at the time.
First, both the shooter and the coach must determine beyond doubt which of the shooters
eyes is his/her command or master eye. The master eye will dictate whether the shooter
should use a gun right or left handed; e.g. right eye = right shoulder, left eye = left shoulder.
It is essential to test for master eye with any new shooter to the range, whether they are a
novice or an experienced shooter. Many of the latter have been found to have been shooting
for a considerable time, and often doing quite well except for certain angling targets, using
the wrong eye. They will have got into the habit of closing the master eye just before firing.
Even the best athletes sometimes fail to achieve adequate visual contact with the target.
There are many ways to improve visual discipline. As a coach – remind your shooters to
'watch the target' can be effective, especially in the early stages of learning. Reminding them
to keep looking at the target, and especially the leading edge - which might be the front, top
or bottom of the bird rather than just a vague shape, is also important.
The Positive Shooting Method
a) If possible, watch the target

before shooting it.
b) Establish where to set the target

as a blur, where it’s first seen it as
a solid object, and approximately
where it is to be hit.
c) Set the stance towards this point;

rules permitting, mount the gun on it
and wind back along the line of flight
to the point where one first sees the
target as a solid object. Keeping the
muzzles just under the line, lower the
butt from the shoulder and direct the
eyes to where the target is first seen
as a blur.
Swing Through
This is the simplest and most widely used method. Its simplicity stems from the fact that the
target itself becomes the reference point for pulling the trigger.
Sustained pull-away lead

This method is commonly used by Skeet shooters. While the target is used as a reference
point, there is no automatic assurance of the correct lead. The shooter must use their
judgement on this. Therefore some experience is required.
Follow-through
Follow-through means that the shooter should maintain the swing, ready to adjust, until
he/she sees the target break.
Disciplines - Down the Line (DTL)

The secret to Trap is in gaining muzzle control.
This can only be obtained if the following points
are learnt and practiced.
i. Correct gun fit in relation to the

shoulder, arms and face
ii. Body position
iii. Feet position
iv. Gun aim position in relation to the trap
house
v. Correct eye focus
Hints to assist in DTL
• Always use the central lane marker to set basic feet position. This will enable the body
to easily move equally left and right, thereby covering any angle at which the target may
appear.
• Heel of the feet should be approximately as wide as the shoulders. As a guide – use a
mental clockface….Foot position should be approx. (for a RH shooter)….left foot
pointing between 12-1 and right foot pointing between 2-3. Check body balance and
ease of turning.
• Depending on the track, position the gun on the top rear of the trap-house (a practical
demo of the “fifths process” can explain further) to be pointing approximately at where
the centre of the trap machine is and from where the target will appear.
• A firm cheek pressure to stock of the gun.
• The forward hand should be approximately halfway along the fore-end, with a firm but
comfortable grip applied.
• Allow the eyes to relax and look forward to see the target.
• Wait till the target appears before moving – resist anticipation.
Skeet Discipline
This discipline is shot over a standardized eight pad system, set between a High and Low
trap-house. This semi-circular layout starts with number one pad at the High House through
to number seven pad at the Low House. The number eight pad is set midway between the
flight line of the targets.
The targets are also crossing clays with varied angles set to challenge the competitor.
Each competitor knows where the target will

appear from, going to and what speed it will attain.
The challenge is the constantly changing angles,
with neither left or right handed shooters having
the advantage by the end of the round.
Hints to assist in Skeet Shooting
• Use number eight pad to position the feet, thereby gaining

the basic stance. The body will have a balanced and equal
swing. Remember the feet position for best balance.
• From this basic stance, turn the body to the trap-house,
stopping the gun muzzle approximately five metres from
the target release aperture.
• Hold the gun muzzle on or fractionally below the flight line
and allow the eyes to look for the target.
• Maintain the hold position until the target actually appears.
• A relaxed, but controlled grip of the shotgun.
• A good shot requires a good sight picture, “watch for, and
track the target”.
• Maintain follow through then completing the shot.
• Use ear protection, comfortable clothing and comfortable
shoes.
• Always use shooting glasses when Skeet Shooting to avoid chips and dust from broken
targets.
ISSF Trap
ISSF Trap is one of the Olympic Disciplines of ACTA. This layout is also a five pad system,
but only 15m is used and set straight across the rear of the ground level trap-house.
Inside this trap-house are 15 machines set in five (5) banks of three (3). Each machine being
set to a predetermined height, angle and distance, called a program, varying from machine
to machine.
With the traps of an ISSF layout being mounted below the ground level, a different sighting
picture is presented to the shooter. Because of increased target speed, greater variety of
height and angles in the ISSF targets, this sight factor cannot be over emphasized. It is
further compounded because the target does not appear at one point in relation to the trap
house.
Hints to assist in ISSF Trap Shooting
• Place your feet in as natural a stance as possible, facing to the direct front so that your
body has equal swing left and right.
• Hold the muzzle on a mark found on the front of the trap roof (one for each pad). This
mark indicates the centre of a bank of three machines.
• Allow your eyes to relax and look forward into an area at the front of the trap roof to
allow the target to appear into your vision.
• A good sight picture of the exiting target is essential.
• Do not move the muzzle until the target is correctly visualized. Resist anticipation.
• A firm cheek pressure on the stock, with a firm but controlling grip of the forend is only
required.
• A controlled swing and follow through is important.
• Use hearing protection, wear comfortable clothing with comfortable footwear.
ISSF Skeet
ISSF Skeet is the discipline style at World Cup and Olympic level.
Like Skeet, the rounds are shot in brackets of twenty five (25) targets, but from this point
there is little similarity. Although the ground layouts are the same distance, the targets
thrown are quite different in speed. Three other differences that become visible are gun
position, time delay on target release and the sequence of target release.
The gun is held in a down position where the toe of the stock must touch a mark on the hip
until the target visually appears. This position is held from the command “pull” until the target
appears, which is within a time delay of zero (0) to three (3) seconds.
All these variations with the ISSF Skeet make for a higher degree of difficulty.
Hints to assist in ISSF Skeet Shooting
• Practice mounting the gun from the down position (in front of
a mirror) until you can mount the gun in a smooth manner.
• Work out where you basically break each target, place your
stance to face that basic point, then turn towards the
traphouse.
• Use practice rounds to calculate the distance you require to
hold the muzzle from the traphouse to effect a well timed gun
mount and smooth swing.
• A firm but controlling grip of the gun is only required.
• Practice the art of controlled readiness.
• Use hearing protection, wear comfortable shoes and clothing
with a well fitted jacket.
• Always use shooting glasses when Skeet shooting to avoid
chips and dust from broken targets.
ISSFSkeet Ready Position
Basic mental approach
Mental approach can be described in two words, “concentration” and “single-mindedness”.
Concentration for the task at hand, which is being ready for the target when the command
“pull” is given and completing the shot correctly.
Single-mindedness on shooting at the targets you call for one at a time for as many times as
required, letting the score and other shooters look after themselves.
Practice at these two words is essential to gain the confidence required to be a successful
competitor.
Equipment - Shotgun “Trap”
Generally is a 12G which has a 76cm length barrel in an over and under configuration.
However, single barrel magazine fed shotguns (semi-auto) are sometimes used.
The stock of a trap gun is set at a high level so that when the cheek is placed on the stock
the eye is positioned to look down onto the rib. Thereby the shooter is able to see the target
yet have the shot pattern over the target. These guns are single trigger, which after firing one
barrel selects the second so the trigger can be re-pulled. Generally, the guns are equipped
with ejectors to remove from the chamber the fired cartridge case.
Weight of an average over and under trap gun is 3kg. Barrels, generally choked modified or
full.
Shotgun “Skeet”
Generally is a 12G which has a 71cm length barrel in an over and under configuration. As
with the trap gun the single barrel magazine fed shotgun is sometimes used. The stock of a
skeet gun is set at a lower plane so that when the cheek is placed on the stock the eye is
positioned to look flat along the rib or slightly above it. This allows the target to be seen
above the muzzle but permits a closer gun target relationship on a crossing target. These
guns are single trigger, as in the trap gun, and equipped with ejectors for the removal from
the chamber of the fired cases. Weight of an average over and under skeet gun is 3kg.
Barrels generally choked Skeet and Skeet.
M3 U3 DEVELOPING THE ATHLETE - PHYSICAL CONDITIONING
There are many components of physical fitness. Many sports are mainly concerned with
power and flexibility. These can be described”
Endurance - Sustaining or repeating intense effort while resisting fatigue.

Speed - Moving the body rapidly (maximum velocity)
Strength - Applying force against resistance.
Power - Producing explosive force (a combination of speed and strength)
Flexibility - The range of movement around joints.
UNDERSTAND THE IMPORTANCE OF WARMING UP, COOLING DOWN

AND STRETCHING
WARMING UP
The aim of the warm-up is prepare the mind, heart, muscles and joints for physical activity.
Warming up helps to mobilise the joints and reduces the chance of injury to athletes. Prior to
competition, how well the warm-up is organised can have a significant impact (physically and
psychologically) on the athlete’s performance.
There are three stages to a complete warm-up:

1. Aerobic exercise – 5-10 minutes of non-specific exercise, for example very light jogging to
bring the body up to its optimum working temperature.
2. Mobility exercises – stretching, taking the body through the full range of movement
beginning with general stretches and ending with more specific stretches.
3. Specific exercises – practising the basic movements and skills of the sport or activity.
The length of warm-up prior to stretching will depend on the temperature. Generally 5-10
minutes of aerobic exercise is sufficient, however cold days may require longer.
COOLING DOWN
Cooling down is an important but often neglected part of training and competition. The aim of
the cool-down is to aid recovery by gradually returning the body to its resting state.
The length of the cool-down depends on the intensity of the workout. Generally 5-10 minutes
of low-intensity exercise is sufficient. An active cool-down will also help flush waste products
such as lactic acid out of the muscles, reducing stiffness.
Stretching of muscles during the cool-down is also important, as cooling muscles shorten
rapidly, potentially reducing flexibility. The cool-down is the optimal time for athletes to work
on improving their flexibility.
STRETCHING
Stretching is essential to improving flexibility. Regular stretching lengthens the muscles and
tendons around a joint, thereby increasing the range of movement available. The greater the
range of movement the more effective the athlete’s performance, and the less chance there
is of injury (it is possible to be too flexible in some cases).
Stretching should be performed before and after any physical activity and during any
prolonged hold up in a match or exercise session. During the warm-up, stretching prepares
the joints, muscles and connective tissue for physical activity. During the cool-down
stretching aids recovery by helping to reduce muscle stiffness and soreness and prevent
muscle shortening.
GUIDELINES FOR STRETCHING

• Always warm up the body before stretching.
• Stretch both before and after physical activity.
• Stretch gently and slowly.
• Breathe slowly and rhythmically as each stretch is performed.
• Stretch to slight discomfort but never to the point of pain.
• Stretch alternate muscle groups.
• Begin with general stretching and then more specific.
• Never force a stretch or stretch rapidly.
• In some events over-stretching can lead to poor performance.
STRETCHES FOR SHOOTERS

Essential….
TRAINING FOR HEART/LUNG ENDURANCE
SPOT RUNNING:- Lifting the feet only a few centimetres off the ground, run on the spot at a
pace where the objective is warming up, rather than puffing.
CYCLING IN THE AIR:- Lay on the back; legs above the head; place hands under the
raised hips for support; legs make large pedalling movements with effort and speed.
STEP-UPS:- Height of the step to be between 20-30cm from the ground. The exercise is
simply to step up and then down again. Change the LEADING leg every two minutes or so.
DUMB BELL CURLS:- Hold the weights by your sides, maintain an erect position, bend
arms at the elbow and bring the weights to the chest in a slow steady movement. Hold for a
count of 3 and return weights slowly down to the sides. Weights of 1-2kg.
DUMB BELL LIFTS:- Hold weights by the side, raise the bells up and forward in an arc until
arms are horizontal. Hold for a count of three and then bring weights to the chest. Hold for a
count of three, then lower slowly to the sides.
SWIMMING:- Build up to a program of 20 x 50 metre laps in one session. Swimming is a

very COMPLETE exercise.
RUNNING:- Build up to 5km within 30 minutes OR BRISK WALKING:- 30 minutes per day.
CYCLING:- Road cycling or Cycling on a static machine - at least 15 minutes working,

using a warm-up, maximum pace, then a cool-down phase.
NUTRITION - THE TRAINING DIET

Once the baseline eating plan is established, fine tuning of the athlete’s eating pattern
should be planned appropriate to their needs and goals. The assistance of a personal
nutritionist may be useful to the elite performer.
Athletes should consider the increased energy requirements of training, as many do not
meet their recommended energy intake. This may result in reduced training levels, training
intensities and endurance.
Remember everyone is an individual with their own particular likes and dislikes. To be
effective, nutritional advice should be easily incorporated into the athlete’s current eating
pattern. Drastic changes are not recommended as they may cause discomfort and create
problems with compliance. Make any changes gradually.
COMPETITION AND TRAVEL

Nutrition should be a year-round consideration. No last-minute efforts or magic formulas
before a competition will replace any nutritional deficiencies during training.
Energy used during competition comes mainly from foods consumed in the days
immediately prior to the event. When preparing for competition the athlete should eat only
familiar foods, emphasising the energy content in the diet (competition is not the time to try
anything new).
Food provided at competitions is often in the form of chips and snack bars, which are not
conducive to a good performance. It is a good idea to have the athletes take their own
snacks. For example, fruit, yoghurt and muffins make a good snack between events.
Most athletes compete away from home at some stage. Being ‘on tour’ is no reason to
neglect nutrition and risk poor performance. Plan ahead by either preparing personal food
and snacks or arranging for lunch to be prepared at a local bakery (to your specifications).
FLUID
Being well hydrated is critical to athletic performance. By the time an athlete feels thirsty they
are is already partially dehydrated. Research has shown that a loss of 2% body weight
through dehydration can adversely affect sports performance.
As a general rule, everyone should drink two litres or eight glasses of water daily (in addition
to tea, coffee and other beverages). Athletes who are in training may well need more –
particularly in hot conditions. Have your athletes become accustomed to drinking water
before, during and after training and competition. All athletes should have their
own drink bottles immediately available to constantly maintain their fluid intake.
RECOVERY
The intake of fluids and carbohydrates immediately following competition or training
replenishes the athletes’ glycogen stores and reduces the effects of fatigue.
Water is the best fluid for rehydration, although sports drinks and fruit juice are also suitable
for recovery.
During repeated bouts of exercise over the same day or a number of days, (for example in a
Trap or D/Trap event), it is important to replace glycogen during the recovery phase with
small carbohydrate snacks between races. A post-competition meal high in carbohydrate
also aids the recovery.
M3 U4 ASSESSING ATHLETES
The external factors are the easiest to identify - internal are less easy. The “hits” at the
target is the result of a number of factors.
The role of the coach is to assist the shooter to develop a process for methodically
identifying those factors which facilitate a good shot.
MECHANICAL - Once the firearm’s barrel quality, tightness of screws etc have all been
checked out, one source of potential concern is eliminated. If there are still doubts about the
firearm, it should be test fired by a competent and/or experienced shooter or coach, using
good ammunition.
ENVIRONMENTAL - Range brightness (light) and weather conditions need to be

observed for possible effects. For instance, the shooter may not be aware of the effect or
the impact point, of shadows or of alternating bright sunshine and overcast skies
POSITIONAL - Sometimes small positional changes can make a remarkable difference to

the outcome. The golden rule however, is to makes changes one at a time, test thoroughly
and document well before adoption in the longer term.
SIGHTING - Correct head position can be established by checking the height of the comb
so that the sights and target can be lined up easily and quickly when the head settles.
TECHNICAL - Some aspects of technique such as follow-through, can be checked by

observation. Other aspects need to be checked by a combination of judicious questioning
and observation.
INTERNAL - Effectiveness of emotional control is the most difficult aspect for the coach to
evaluate. Only by establishing a relationship of trust with the shooter, can the coach begin
to know and understand the way the shooter prepares for, and executes shots. Where trust
exists, the shooter will often reveal to the coach, any difficulties in dealing with situation…..
eg anxiety or distractions that impede performance.
The coach can then make suggestions about differing strategies, that may work - the final
responsibility then lies with the shooter to discuss and determine the method/s that he/she
may wish to try.
CONCLUSION
As long as you bear in mind the BASICS of shooting, visual contact, balance and
rhythm, diagnosis and fault elimination are relatively simple
 Analyse, think, formulate, then speak in positive terms.
 Equipment should be checked periodically. A good cleaning and

maintenance routine on the firearm’s components will prolong the
life of the firearm, and develop good habits in the shooter.
 Error correction works on a series of “maybes” and should be

treated as an investigation of discovery.
M4 U1 - EVALUATION AND REVIEW

You have created a good 3 month training program for an shooter who wants to succeed at
the State Championships.....the shooter is supportive and eager....the timing of the program
is perfect....the shooter is working towards the goals listed....what’s next?
All the way through any program it is essential to continually review the program and
evaluate the level of success thus far. Ask the shooter....look for clues in their work.
Why review? Why evaluate? How else will your training plan be deemed a success (or
require tweaking) other than by having a strong hard look at what you have proposed with,
and for your shooter/s.
This leads to a number of questions that must be considered.....and answered.
What is the point of completely travelling a path that may lead to a dead-end.
Leaving any review to the end of a program is a potential recipe for disaster.
Is the work level and intensity appropriate.

If none of the goals are being achieved...first look at the plan and its components.
Is the work too hard / too easy.

Too hard....shooter may lose interest. Too easy...shooter may lose interest.
Are the goals being met or well within reach.

There needs to be a reason for striving to reach the goals....talk to your shooter to
find out the solution. You both write the plan....they do the work.....it’s a joint effort
Is the shooter still maintaining the required level of interest and enthusiasm.
What motivators (incentives) have you placed in the plan to ensure that the shooter
still finds reason to keep working.
Has the shooter other priorities that take precedence over training at the moment.
Work or family concerns can easily change an shooter’s perception and priorities.
Accept and work with those distractions.
By way of reminder...
We do not drive on unfamiliar street to travel to a new place without charting some type of
route. The map is checked and confirmed....perhaps once or twice before heading out, and
quite often during the journey. With the GPS available, a review of the route is undertaken
at least every 30 seconds....they’re on to something there.
What to review and in what format.
Some coaches go all the way (and then some) and have graphs of training control matches
and competition scores.
The improvement graph with the most merit is the competition score graph. This work
develops over time, culminating in the improvement in the competitions undertaken. What
has happened in training means little, if it cannot be translated to the competition arena.
Then the question....what have I, as coach achieved today?
To successfully answer this question….receive, discuss and respond to feedback on your

personal coaching performance from shooter and others. From this we learn and grow.
Modify future coaching sessions or tasks to be completed, if necessary.
Work WITH the shooter, rather than over them. Plan the program based on feedback from
Shooter, and modify future sessions to better meet their needs.
Please remember that your coaching is an ongoing learning process and should you
continue to pursue coaching, there are many benefits to be gained.
ONLY ONE THING LEFT TO DO …

GET OUT AND ENJOY BEING A COACH
Australian Clay Target Association

PO Box 466
WAGGA WAGGA NSW 2650
www.claytarget.com.au
[email protected]

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Australian Clay Target Association Inc.

CLUB COACH MANUAL

COMPILED SEPTEMBER 2012

M1U1 Role of the Coach 8

M1U3 Firearms &n Safety 15

M2U1 Coach Planning 18

M2U2 Utilising Resources 20

M3U1 coaching Athletes 23

M3U2 Shooting Techniques 25

M3U3 Developing the Athlete 36

M3U4 Assessing Athletes 39

M4U1 Evaluation & Review 40

Australian Clay Target Association

ACTA National Executive

National Coaching Committee &

State Coaching Director

Level Purpose Target group Course

AISL Club Coach

Participants need to be an AISL Club Coach for a minimum of 12 months as a pre-requisite

Participants must be registered and financial members of the appropriate Member

Sample Program for Club Coach Course

M1 – Unit 3 11.40 – 12.45pm Firearms Safety and Local Legislation

M3 – Unit 2 2.15 – 3.45pm Shooting Techniques & Practical

M2 – Unit 1 9.45 – 10.30am Coach Planning

M3 – Unit 4 2.45 – 4.00pm Assessing Shooters

M1 U1 ROLE OF THE COACH

UNDERSTAND YOUR ROLE AS A COACH – WHAT IS THAT ROLE?

The role of the coach is wide ranging and varied.

THE ADVANTAGES AND DISADVANTAGES OF VARIOUS COACHING STYLES

“Enthusiastic but lacks experience” Coach

“Nice guy” Coach

“Singleminded or fanatical” Coach

“The Effective and Respected Coach”

The effective and respected coach:

The Task-Oriented Approach

The Social-Oriented Approach

DEVELOP YOUR OWN COACHING PHILOSOPHY

Every coach should have a coaching philosophy.

What are your reasons for coaching?

Remember why athletes participate in sport….

LEGISLATION THAT HAVE IMPACT ON THE COACH

1. WORKING WITH CHILDREN

This form requires Coaches to:

Code of Conduct for Athletes

A Code of Conduct May Include the Following:

Age – from 12 to 84+yrs, shooting is one of the truly life-long sports

Good coaching is often the result of effective communication. Effective verbal

A balance of… VOICE….TIMING….MANNER….INVOLVEMENT….CONFIDENCE

* BE POSITIVE IN YOUR APPROACH

* HOW TO GET POSITIVE THINGS TO HAPPEN

* CREATE A GOOD LEARNING ATMOSPHERE

* HOW TO GAIN RESPECT

 Use varying methods in the communication process.

 Communication involves listening. Listening includes - attentive hearing,

 Communication involves TALKING and LISTENING, and when to use each

 Non-verbal communication demonstrates HOW more than WHAT - you say.

M1 U3 FIREARMS & SAFETY

1. Treat any firearm with the respect due to a loaded gun.

Safety is your responsibility not someone else’s