Assist Protocol (Fundamentals)
How to learn by helping before you lead.
After completing four shadow sessions, you'll spend six sessions assisting an experienced lead coach. Assisting means you're actively helping in the room, but the lead coach is still running the class. You're a resource, not the decision-maker.
For the kids program assist protocol, see Assist Protocol (Kids).
What Assists Do
- Walk the room during games. Give individual feedback to students. Start with positive feedback ("good pace," "nice movement") and work up to tactical nudges as you get more comfortable.
- Help with new students. If a new person shows up, run through the New Student Protocol with them while the lead coach starts class.
- Pair up with students who need it. If someone is struggling, play a round with them and adjust your resistance to give them productive reps.
- Run game segments when asked. The lead coach may hand you a specific game to run. They'll tell you the game, the win conditions, and what to focus on. Your job is to communicate the rules clearly and coach the room for that segment.
- Manage logistics. Timer, music, helping late arrivals get oriented.
What Assists Don't Do
- Don't override the lead coach. If the lead coach says something you disagree with, talk about it after class. Never contradict them in front of students.
- Don't give lengthy technique instruction. Quick cues and nudges are fine. Pulling a student aside for a multi-minute breakdown is not your role during an assist.
- Don't change the game. If you think the rules need adjusting, mention it to the lead coach during a break. Let them make the call.
- Don't coach from the sideline while playing. If you're in a round with a student, focus on being a good training partner. Don't narrate what you're doing or turn it into a private lesson unless the lead coach asked you to.
Before and After Each Session
Before class:
- Read the week's curriculum topic
- Know which games are in the library for that topic
- Review the New Student Protocol so you can handle walk-ins
- Check in with the lead coach: ask if there's anything specific they want you to handle
After class:
- Debrief with the lead coach (even two minutes is enough)
- Ask: What went well? What would you change? Was there anything you noticed that I missed?
- Write your own reflection: What feedback did I give? How did students respond? What would I do differently?
Check Your Understanding
The Sessions
Each session has its own page. Read it before that class, then do its quiz and reflection after.
- Assist Session 1: Giving Individual Feedback
- Assist Session 2: Reading the Room
- Assist Session 3: Communicating Game Rules
- Assist Session 4: Coaching Between Rounds
- Assist Session 5: Owning a Segment
- Assist Session 6: Putting It All Together
When You're Done
After six assist sessions, you move to co-leading: splitting the class with another coach. One of you runs the evergreen and retrieval segments; the other runs the main topic. You plan together before class and debrief after.
Co-lead for six sessions, then solo with supervision for four. The full progression:
| Phase | Sessions | What you're doing |
|---|---|---|
| Shadow | 4 | Observing only |
| Assist | 6 | Helping the lead coach, running handed-off segments |
| Co-lead | 6 | Running full segments independently, splitting the class |
| Solo with supervision | 4 | Running the entire class, experienced coach observes |
That's 20 sessions total. Any phase can be extended if you or the lead coach don't feel ready to move on. The minimums are firm: don't shortcut a phase to get on the floor faster.