1st4sport level 3 award in the principles of coaching sport (qcf) · 2018. 1. 12. ·...

1st4sport Level 3 Award in the Principles of Coaching Sport (QCF)

Qualification Specification

Version 4: 10 November 2016

This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre recognition Conditions. Tutors, assessors and verifiers should also comply with the following addendums to ensure full deployment of the standards required to be maintained: The Learner Pack The Tutor, Assessor, Verifier Guidance

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© Coachwise Ltd, 2016

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and

Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to

1st4sport Qualifications.

1st4sport Qualifications Coachwise Ltd Chelsea Close

Off Amberley Road Armley Leeds

LS12 4HP Fax: 0113-231 9606

Email: [email protected] Website: www.1st4sportqualifications.com

1st4sport Qualifications is recognised as an awarding organisation by the UK regulators Ofqual, Qualifications Wales, CCEA and SQA Accreditation. 1st4sport is brand of

Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the national development of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop

and advance sport nationwide.

National/Qualification Accreditation Number: 500/8753/8

Qualification accreditation date: 01 April 2010

V4 10 November 2016: Qualification Title corrected

V3 15 September 2016: Qualification Review Date Extended, Unit Specifications inserted V2 01 October 2014: All content rationalised and Conditions redeveloped to encompass evidence requirements

V1: Initial Specification

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Contents

List of contents Page

Introduction to 1st4sport Qualifications

Qualification Regulation Details and Dates Qualification Structure and Units

1

Qualification Purpose Statement

Overview Progression Support

2

Qualification Approval Conditions: Section One - Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios QCON 1.2 Qualification administrator QCON 1.3 Qualification coordinator QCON 1.4 Qualification tutors QCON 1.5 Qualification assessors QCON 1.6 Qualification internal verifiers QCON 1.7 Qualification delivery sites, facilities and environment QCON 1.8 Qualification equipment and clothing QCON 1.9 Qualification materials QCON 1.10 Qualification fees

3

Qualification Approval Conditions: Section Two - Administration, initial assessment and inductions

QCON 2.1 Course/programme administration QCON 2.2 Learner enrolment, agreement and registration period QCON 2.3 Learner eligibility and pre-requisites QCON 2.4 Learner eligibility and barriers to access QCON 2.5 Learner inductions

9

Qualification Approval Conditions: Section Three - Training and Assessment

QCON 3.1 Training and Assessment Hours QCON 3.2 Training and Assessment Programme QCON 3.3 Assessment Specification QCON 3.4 Assessment tools QCON 3.5 Assessment Eligibility QCON 3.6 Assessment process QCON 3.7 Eligibility of learners for special consideration QCON 3.8 Eligibility of learners for certification QCON 3.9 Reassessments

13

Qualification Approval Conditions: Section Four - Internal Quality Assurance

QCON 4.1 Internal Verification Strategy QCON 4.2 Internal Verification Sampling QCON 4.3 Internal Verification Interventions

18

Communications and Contacts

19

Appendix: Unit Specifications for the 1st4sport Level 3 Award in the Principles of Coaching Sport (QCF)

20

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Introduction to the Qualification

The 1st4sport Level 3 Award in the Principles of Coaching Sport (QCF) is solely awarded by 1st4sport Qualifications.

Qualification Regulation1 Dates and Details

Qualification Title Qualification No. GLHs Level Credit

1st4sport Level 3 Award in the Principles of Coaching Sport (QCF)

500/8753/8 67 3 11

Regulation Dates

Qualification regulation start date: 01 January 2010

Qualification review date: 31 December 2017

Certification end date: 31 December 2019

Qualification Structure and Units To qualify for the 1st4sport Level 3 Award in the Principles of Coaching Sport (QCF), learners must successfully achieve 11 credits from the four mandatory units. Achievement of the qualification is normally through attendance on a course of training and completion of the 1st4sport Learner Pack inclusive of all assessed tasks. The unit specifications for the 1st4sport Level 3 Award in the Principles of Coaching Sport (QCF) are contained within the appendix of this specification.

Title Accreditation

No. Level GLHs Credit

301 Understanding the Principles of Safe and Equitable Coaching Practice

M/601/2108 2 13 2

302 Understanding the fundamentals of coaching programmes

T/601/3535 3 18 3

303 Understanding the principles of planning coaching programmes

A/601/3536 3 18 3

304 Understanding how to support participants’ lifestyle through coaching

programmes F/601/3537 3 18 3

1 This qualification is equivalent to Level 3 on the European Qualifications Framework (EQF). Further information about the EQF can be found through this link.

http://ec.europa.eu/eqf/home_en.htm


Qualification Purpose Statement

Overview What does this qualification cover? This qualification is designed to provide benefit to learners through an introduction to the fundamentals of sports coaching programmes and how to support participants throughout. The qualification is composed of four mandatory units. Who is this qualification designed for? The qualification is designed to prepare learners for employment in paid or voluntary roles that will enable them to work towards the delivery of sports coaching programmes. Progression What could this qualification lead to? This qualification leads to further learning or training in the area of coaching sport. This qualification may lead to paid or voluntary roles in coaching a specific sport should the learner progress to a sports specific coaching qualification. The skills and knowledge developed through this qualification may also be used enable them to progress to other industry-relevant qualifications in coaching sports, activity leadership, supporting PE in school sport and sports development. The qualification sits within a suite of progressive principles for coaching sport qualifications. Support Who supports this qualification? The qualification is recognised as the industry standard level 3 qualification for the principles of coaching sport by sports coach UK. It is also recognised by and has the support of a range of providers including FE colleges.


Qualification Approval Conditions 1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval Conditions. Failure to comply with all relevant conditions will result in sanctions being applied which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities.

Section One: Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

Conditions Evidence: minimum workforce

The recognised centre is required to have a qualified and competent qualification workforce in place which includes as a minimum2: a qualification administrator a qualification coordinator an appropriately qualified tutor an appropriately qualified assessor an appropriately qualified internal verifier

to conduct internal verification (IV)3 In deploying the workforce, the recognised centre must ensure that each course operates with a maximum of 20 learners to one approved tutor. The observed assessments must be conducted on a 1:1 basis.

Must be evidenced in the Staff section of Athena. Each member of staff must be named and linked to the qualification and role. This information must be current at all times and include as a minimum: a qualification administrator a qualification coordinator an appropriately qualified tutor an appropriately qualified assessor an appropriately qualified internal

verifier (IV).

1st4sport will conduct a quality check on tutors, assessors and internal verifiers against the workforce criteria listed under QCON 1.4, 1.5 and 1.6 of this specification document, via Athena.

Evidence: ratios

Must be evidenced through: course/programme attendance registers

to include staff and learners course/programme authorisation

requests to 1st4sport internal verification sampling plans and

reports.

2 One person may fulfil a number of the required roles. 3 Internal verifiers must not tutor or assess on a course where they are completing the internal verification.


QCON 1.2 Qualification administrator

Conditions Evidence: competence

The recognised centre is required to recruit and deploy a qualification administrator who is responsible for the administration of this qualification via timely, accurate administration activities. These must comply with the 1st4sport Position Statement: Qualification Administration

Must be evidenced through: course authorisation and any related

activities learner registration and any related

activities learner certification and any related

activities.

QCON 1.3 Qualification coordinator

Conditions Evidence: competence

The recognised centre is required to recruit and deploy a qualification coordinator who is responsible for ensuring compliance with the qualification approval conditions outlined within this qualification specification.

Must be evidenced through: qualification resource records (staff,

sites, learning and assessment materials)

qualification administration, initial assessment and induction records

training, assessment and internal quality assurance records.

QCON 1.4 Tutors

Conditions Evidence: initial capability and competence

The recognised centre is required to recruit and deploy approved tutors. The tutors are responsible for the delivery of the qualification via a learning programme which is agreed with the allocated external verifier (EV) prior to commencing delivery of the qualification.

hold or be working towards a Level 3 sport-specific coaching qualification or above

hold or be working towards the Level 3 Award in Education and Training (QCF), or the Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) or higher or hold a recognised equivalent; the 1st4sport Certificate in Tutoring Sport (CTS) or have attended a programme of tutor training matched to national standards.

Must be evidenced through: 1st4sport approval of each tutor within

the Athena Staff tab.

Evidence: ongoing capability and competence

Must be evidenced through: standardisation activities internal verification reports and action

responses external verification reports and action

responses (Athena).


QCON 1.5 Assessors

Conditions Evidence: Initial capability and competence

The recognised centre is required to recruit and deploy approved assessors who are responsible for the management of the assessment process. Assessors involved and responsible for the assessment of the qualification must:


hold or be working towards the Level 3 Award in Assessing Vocationally Related Achievement (QCF) or higher or hold a recognised equivalent; Units D32/33, A1/A2, the 1st4sport Introduction to Assessment Practice in Sport (IAPS) or have attended a programme of assessor training matched to national standards.

Must be evidenced through: 1st4sport approval of each assessor

within the Athena Staff tab.


Must be evidenced through: the assessment records recorded standardisation activities internal verification reports and action

responses external verification reports and action

responses (Athena). Note: Specialist expertise may be used, if required, to deliver or assess a specialised aspect of the qualification. This person will not necessarily be required to hold a coaching, tutoring or assessing qualification. They are required to be a specialist in the area that they are delivering or assessing.

QCON 1.6 Internal verifiers

Conditions Evidence: Initial capability and competence

The recognised centre is required to recruit and deploy approved internal verifiers who are responsible for the internal quality assurance activities. Internal Verifiers responsible for the quality assurance of the qualification must:


hold or be working towards the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) or higher or hold a recognised equivalent; Unit D34, V1 the 1st4sport Introduction to Internal Verification Practice in Sport or have attended a programme of internal verifier training matched to national standards.

Must be evidenced through: 1st4sport approval of each internal

verifier (field trainer) within the Athena Staff tab.


Must be evidenced through: recorded standardisation activities internal verification records

(implementation of sampling and reports)

external verification reports and action responses (Athena).


QCON 1.7 Qualification delivery sites, facilities and environment

Conditions Evidence: sites and facilities

The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of learning and assessment. All training and/or assessment sites must include the following facilities: A practical space for coaching sessions

to be delivered A classroom facility with adequate

number of chairs (not benches) for all learners

Toilet and changing facilities for both male and female participants.

Must be evidenced through: site/facility inventories and risk

assessments internal verification reports external verification reports (Athena).


QCON 1.8 Qualification equipment

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment which must include:

Flip chart A selection of coloured pens An overhead projector A laptop/ computer.

Must be evidenced through: pre-course instructions on clothing to

learners site/equipment inventories and risk

assessments internal verification reports external verification reports (Athena).

QCON 1.9 Qualification materials

Conditions Evidence: materials

The recognised centre is required to use the teaching, learning, assessment and internal verification materials provided by 1st4sport to facilitate the full learning and assessment programme.

Must be evidenced through: a published programme of learning and

assessment agreed to by the allocated external verifier

the utilisation of 1st4sport Learner Pack and associated resources

the assessment of tasks in accordance with the appropriate qualification-specific 1st4sport Tutor, Assessor, and Verifier Guidance

internal verification reports external verification report (Athena).


QCON 1.10 Qualification fees4

Conditions Evidence: Fees and payments

The recognised centre is required to pay a £45 (+VAT where applicable) learner registration and certification fee, per registered learner, when the course is authorised with 1st4sport within the appropriate timescales. Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack service for additional £5 fee per learner (+VAT where applicable). The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification; this should include a comprehensive package of learning and assessment and any optional costs made very clear at the point the learner enters into a contract with the centre.

Must be evidenced through:

pre-course marketing tools pre-course instructions through

communications to learners course authorisation requests to

1st4sport and related payment logs.

4 The fee is per learner and includes registration and certificates where this is appropriate. Standardised assessment tools are also provided and are complimentary.


Section Two: Administration, initial assessment and inductions

QCON 2.1 Course administration

Conditions Evidence: course administration

All recognised centres should utilise the 1st4sport centre portal to authorise courses, register and certificate learners.

Must be evidenced though: engagement with the 1st4sport portal course authorisation records, related

updates and communications learner registration records, related

updates and communications learner certification records, related

updates and communications.

QCON 2.2 Learner enrolment and learning contracts/agreements

Conditions Evidence: enrolment and agreements

The recognised centre is required to have a fair and equitable enrolment process. In doing so relevant learner information must be collected to enable initial assessment of learner’s eligibility be conducted. Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure that they: conduct themselves accordingly in

accordance with to a code of conduct understand that the registration period

for this qualification is two years in which time they must complete all aspects of their learning and assessment including reassessments.

comply with recognised centre policy and procedures

comply with the qualification conditions, 1st4sport policy, position statements and related processes.

Must be evidenced through: learner application forms or web based

application services signed learning agreements/contracts5.

5 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.


QCON 2.3 Learner eligibility and pre-requisites6

Conditions Evidence of pre-requisites

The recognised centre is required to conduct an initial assessment of learners to ensure that the pre-requisites to registration and certification are considered and the outcome recorded during the application process. Prior to registration learners are required to: be accurately identified be at least 16 years of age be able to communicate effectively in

English7 (this includes listening, speaking, reading and writing).

There are no additional pre-requisites to certification other than successful coverage of all learning outcomes and assessment criteria (usually demonstrated via successful completion of all assessed tasks in the 1st4sport Learner Pack).

Must be evidenced through: learner records containing personal data

including title, name, date of birth, address gender nationally, ethnicity, disability and access needs

learner identity check details containing the type of proof, the reviewer’s name and the date confirmed

records of activities to check understanding of the English language (where this is deemed to be necessary).

6 Learners should be made aware that they will require appropriate insurance cover before undertaking independent coaching practice. Those working towards this qualification will be required by employers to complete a self-disclosure of past convictions and cautions, and to apply for a disclosure through the DBS. 7 Learners must be able to understand the requirements of the qualification and the information within the qualification materials in English without assistance. Where there is demand, this qualification may also be available in Welsh or Irish.


QCON 2.4 Learner eligibility and barriers to access

Conditions Evidence

The recognised centre is required to conduct an initial assessment of each learner’s eligibility to consider barriers to access in accordance with the Equality Act 20108 and its protected characteristics. The barriers to access to this qualification which preserve the integrity, the technical requirements and safety of learners and participants include: age – individuals under the age of 16

are not permitted to attend this qualification to prevent coaching autonomously in this area without appropriate experience. As a result no adjustments to this barrier can be applied. Only those who are over 16 years of age may be submitted for certification

race – individuals who are not English, Welsh or Irish and/or those who do not speak these as a first language may be prevented from accessing the qualification if they cannot communicate to the appropriate standard in these languages. In such cases reasonable adjustments will not be applied as the qualification is regulated in England

disability – individuals with mental or physical or learning disabilities may find some of the competencies difficult and/or dangerous to their well being

pregnancy and maternity – it could be detrimental to the health of a pregnant woman and her unborn child to attempt the full extent of the competencies within this qualification.

Where learners have declared disability, pregnancy or maternity barriers, reasonable adjustments should be requested in accordance with the 1st4sport Position Statement: Access Arrangements.

Must be evidenced though: learner application forms or web-based

application services reasonable adjustment requests and

clearly implemented arrangements.

8 There are no barriers to access on the ground of marriage, race, religion or belief, sex, sexual orientation or gender transformation.


QCON 2.5 Learner inductions

Conditions Evidence: inductions

The recognised centre is required to provide an effective qualification/course induction to all learners which introduces: the individual members of the centre’s

workforce and what their role will be the centre’s policies and procedures which as

a minimum must cover: - health and safety - equality and diversity - data protection - malpractice/maladministration - appeals - complaints - child/vulnerable adult safeguarding.

information on their Unique Learner Number

(ULN) and the Personal Learner Record (PLR) (for centres in England only at this time)

the learning outcomes and the assessment criteria

the learning and assessment strategy and published programme

individual learning plans links to National Occupational Standards and

functional skills (where these exist) the position of the qualification in relation to

others and any progression opportunities any quality assurance (IV or EV) activities that

are scheduled.

Must be evidenced through: induction attendance registers and

records policy booklets or signposts induction documentation.


Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: course length

The recognised centre is required to deliver the qualification in accordance with the recommended 67 guided learning hours. In doing so the recognised centre must ensure that the four mandatory units are completed, giving learners 11 credits. Each credit is equivalent to 10 hours of learning time.

Must be evidenced through: marketing tools (where these exist) a published learning and assessment

programme session plans web-based records from online

platforms.

QCON 3.2 Training and Assessment Programme

Conditions Evidence: course programme

In delivering the agreed learning and assessment programme the recognised centre must ensure that the following are considered: all learning outcomes all assessment opportunities and the

assessment criteria learner’s individual needs the learners’ registration period (36

months).

Must be evidenced through a: a published learning and assessment

programme which is agreed to by the allocated external verifier

session plans course administration records.


QCON 3.3 Assessment Specification9

Conditions Evidence: Assessment

Learners are required to undergo formal assessment by a suitably qualified assessor from the recognised centre to ensure they fully meet the qualification requirements. The following methods will be used to assess learners during their achievement of the qualification:

portfolio of evidence (which includes coursework and task-based controlled assessment).

The evidence from these assessments should be stored in the Learner Pack and the outcomes recorded in the learner’s Record of Achievement. Part One of the Learner Pack provides a series of assessment tasks that have been designed to help learners demonstrate that they have the appropriate knowledge and understanding to achieve this qualification. The recognised centre may choose to develop their own tasks; if this option is used, the tasks will need to be equally challenging, to meet the qualification’s learning outcomes and assessment criteria, and they will have to be checked to be so by the recognised centre's external verifier. Assessors are to thoroughly brief learners on the assessment criteria and components of the qualification prior to any formal assessment taking place. Learners’ competence will be assessed only against the assessment criteria of the qualification. When learners have successfully completed all the assessment components of the qualification, they will be eligible for certification.

Must be evidenced through: a record of learners attendance

and achievement of each task and units, the assessor and completion dates

completed tasks contained in the 1st4sport Learner Pack

observation checklists internal verification reports external verification reports and

action responses (Athena).

9 The detailed unit-by-unit assessment specification and assessment guidance can be found in the qualification-specific 1st4sport Tutor, Assessor Verifier Guidance.


QCON 3.4 Assessment tools

Conditions Evidence: assessment tools

The recognised centre is required to use valid and reliable assessment tools which have been designed by 1st4sport. Where a recognised centre wishes to adapt these tools or use alternative arrangements to meet the needs of a particular group of learners, they should refer to the 1st4sport Position Statement: Alternative Assessment Arrangements.

Must be evidenced through: a completed Record of Achievement (by

task and unit) observation checklists other assessment records which support

learners’ achievement internal verification reports external verification reports and action

responses (Athena).

Evidence: alternative assessment

Must be evidenced through: an alternative assessment

arrangements request (only where alternative assessment arrangements are needed)

the completion of agreed alternative assessment tools where these are agreed.

QCON 3.5 Assessment eligibility

Conditions Evidence: assessment eligibility

The recognised centre is required to ensure all learners who have attended the full programme of learning are given opportunities to be assessed within their period of registration for the qualification. Learners must not be assessed for the final practical assessment until they have successfully completed all other assessments associated with this qualification.

Must be evidenced through: the full programme of learning must be

evidenced through registers and/or records of attendance

assessment records.


QCON 3.6 Assessment process

Conditions Evidence: assessment activities

The recognised centre is required to ensure that the assessment process is managed effectively and ensures: assessment plans and schedules are

communicated to all affected assessment briefings are completed

with reference to the format of the assessment, what is expected of learners and the assessment criteria being used

the assessment is conducted in line with the assessor guidance and any relevant invigilation conditions

assessment decisions are made in line with the principles of assessment (Validity Authenticity, Reliability, Currency, Sufficiency of evidence)

assessment decisions are communicated via established channels

assessment decisions are recorded and shared with learners.

Must be evidenced though: a published learning and assessment

programme and related learner communications

records of attendance and achievement per task and unit, the reviewer name and completion date

assessment plans completed tasks which include

signatures in all required places and annotations which clearly evidence assessment activities

assessor communications to administrators

internal verification records, including: - sampling reports - tutor/assessor interviews - tutor/assessor observation of

performance - learner interviews - desk based sampling - standardisation exercises.

external verification reports and action

responses (Athena).

QCON 3.7 Eligibility of learners for special consideration

Conditions Evidence: special consideration

The recognised centre is required to ensure learners who are disadvantaged, unable to complete or attend their assessment due to emotional, physical difficulties or adverse circumstances, request special consideration in accordance with the 1st4sport Position Statement: Access Arrangements.

Must be evidenced through special consideration requests (Athena) implementation of the arrangements.


QCON 3.8 Eligibility of learners for Certification

Conditions Evidence for certification

The recognised centre is required to ensure that learners who have completed all pre-requisites and assessment requirements and who have been confirmed by the assessor as eligible for certification are certificated. Where a verification sampling plan requires an intervention to be conducted, outcomes must not be confirmed to learners until the sampling and any residual actions have been completed.

Must be evidenced through: assessment tracking and records assessor communications to the centre

administrator administrator communications to

learners internal verification reports certification requests to 1st4sport.

QCON 3.9 Reassessments

Conditions Evidence of reassessment activities

The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of two opportunities to re-sit the appropriate assessment component within their period of registration (36 months). Recognised centres may levy additional charges for conducting reassessments. All reassessments must be conducted in accordance with the assessment specification.

Must be evidenced though: assessment plans, tracking and records completed/updated learner packs completed Record of Achievement, per

learner assessor communications with

administrators internal quality assurance records:

- sampling reports - tutor/assessor interviews - tutor/assessor observation of

performance - learner interviews - desk based sampling - standardisation exercises.

external verification reports and action

responses (Athena).


Section Four: Internal Quality Assurance

QCON 4.1 Internal Verification Strategy

Conditions Evidence of IV strategy

The centre is required to have in place an internal verification strategy outlining the strategic objectives that must be adhered to in relation to the quality assurance conditions for this qualification. Additionally, a sampling plan per course/programme must be written and implemented, to enable verification of the consistency and validity of the outcomes of the qualification(s) offered.

Must be evidence through: a current internal verification strategy

document uploaded into the Documents section of Athena

an internal verification sampling plan template

implementation through reports from internal verification interventions.

QCON 4.2 Internal Verification Sampling

Conditions Implementation of internal verification sampling evidence

The internal verification strategy and related sampling plans are required to be documented and agreed by the external verifier allocated to the centre for this qualification to enable effective external quality assurance to take place. Any changes to this plan must be communicated to the allocated external verifier.

Must be evidenced through: sampling plans internal verification reports.

QCON 4.3 Internal Verification Interventions

Conditions Implementation of internal verification sampling evidence

The recognised centre is required to ensure internal verification interventions across all tutors/assessors at all sites and in line with the sampling plans include: observation performance sampling of assessment evidence learner interviews (face to face or via

telephone). The interventions must ensure that support and development is given to the centre, the qualification workforce and specifically to the workforce team.

Must be evidenced through: internal verification reports.


Communications and Contacts In an effort to reduce the costs of our qualifications we aim to utilise electronic means of communication wherever possible. 1st4sport Qualification’s website or e-mail should be the first port of call for organisations or individuals looking for information.

Additional important contacts

Skills Active The Sector Skills Council for Active leisure, Learning and Well-being

Website: skillsactive.com Enquiries e-mail: [email protected] Telephone: 0300 004 0005

The Register of Regulated Qualifications

The full list of qualifications awarded by 1st4sport is either available on request or can be viewed on the Register of Regulated Qualifications following this link.10

The Office of the Qualifications and Examination regulator (Ofqual)

Website: ofqual.gov.uk

Department for Education Website: education.gov.uk

The Department for Business Innovation and Skills (BIS)

Website: bis.gov.uk

Learning Records Service

Website: learningrecordsservice.org.uk

10 Any changes to qualifications will be communicated with recognised centres via various means of communications.

http://register.ofqual.gov.uk/Search?category=Qualifications&query=1st4sport&status=Available%20to%20learners

http://ofqual.gov.uk/

https://www.gov.uk/government/organisations/department-for-education

https://www.gov.uk/government/organisations/department-for-business-innovation-skills

https://www.gov.uk/government/collections/learning-records-service


Appendix: Unit Specifications for the 1st4sport Level 3 Award in the Principles of Coaching Sport (QCF)

Unit Title: Understanding the principles of safe and equitable coaching practice

About this unit This unit assesses learners’ understanding of how to ensure that their coaching is safe and equitable

Learning outcomes The learner will:

Assessment criteria The learner can:

1 understand how to

ensure participants’ safety during sport-specific coaching sessions

1.1 describe the health and safety requirements that are

relevant to planned sport-specific activities and competition

1.2 describe how to structure coaching sessions to

minimise the risk of injury to participants

1.3 explain how to plan for contingencies to coaching

sessions as a result of external influences

1.4 explain how to implement contingencies to coaching

sessions as a result of external influences

1.5 describe the principles for checking the safe

functionality of equipment used during sport-specific activities and competition

1.6 outline the main rules/regulations of the sport/activity

appropriate to the level of the participants

1.7 explain how to interpret and communicate the

rules/regulations of the sport/activity to participants

1.8 describe the coach’s duty of care responsibilities for

participants, including children

1.9 outline the coach’s responsibilities for ensuring that the

coaching environment is maintained appropriately

1.10 describe the following requirements for ensuring the

protection of children from abuse: legal requirements sport-specific requirements

1.11 describe the insurance requirements on a coach

operating in a coaching environment




2 understand how to

ensure equitable coaching of sport-specific activities.

2.1 describe the following requirements impacting on

equitable coaching: legal requirements sport-specific requirements

2.2 explain the purpose of sport-specific codes of practice

for coaching

2.3 explain how sport-specific codes of practice for

coaching impact on coaching behaviour

2.4 describe methods to minimise barriers to participant

development

2.5 explain what information is required in order to provide

appropriate and safe opportunities for disabled participants and specific populations

2.6 describe the nature of impairments and how their

implications may affect aspects of the coaching process

2.7 describe how to identify coaching styles/delivery

methods appropriate to variations in participant, task and environment

2.8 describe how and when to involve support staff to

ensure participants’ needs are provided for within the coaching activity

2.9 describe how to adapt and progress activities and

sessions

2.10 describe how to prepare participants for competition

2.11 identify types of performance-enhancing drugs and

illegal substances

2.12 explain how a coach can discourage the use of

performance-enhancing drugs and any illegal substances

Assessment guidance This unit will be assessed through a portfolio of evidence and observation of coaching practice


Unit Title: Understanding the fundamentals of coaching programmes

About this unit

This unit assesses learners’ understanding of their role in planning, implementing, analysing and revising annual coaching programmes. They will also identify a range of methods of developing learning, performance and the effective management of participant behaviour.



1 understand the role of the

coach when planning, implementing, analysing and revising sport-specific annual coaching programmes

1.1 explain the role of the coach in ensuring that the

participant is at the centre of the coaching process

1.2 describe equitable coaching and what are considered

to be appropriate relationships with participants

1.3 describe how the coach should support, coordinate and

manage the coaching process

1.4 explain the principles of empowering participants

through coaching

1.5 explain the means by which coaching can provide

opportunities and an environment that motivates, recognises and values diversity, controls risk, and engenders challenge, enjoyment and achievement

1.6 describe methods of developing participants’

confidence and self-esteem through coaching

1.7 analyse the contribution made through the integration

of supporting personnel (eg nutritionist, psychologist, physician, physiotherapist, physiologist) and sport-specific specialists

1.8 explain the impact of officials on coaching that ensures

fair competition/performance

1.9 explain the role of the coach in actively discouraging

the use of performance-enhancing drugs and other illegal substances

1.10 describe how the coach can be a role model and

project a favourable image of sport




2 understand the coaching process.

2.1 describe the process of identifying a range of participants’ needs

2.2 explain the process of setting and monitoring the achievement of goals

2.3 describe the components of the coaching process as they apply to the development of coaching programmes

2.4 analyse the purpose of using different methods of demonstration, which encourage learning

2.5 describe a range of instruction methods

2.6 explain how to structure language during instruction that is appropriate to participants

2.7 analyse the impact of effective questioning and listening skills on communication with participants

2.8 evaluate techniques for coaching groups, including meeting individuals’ needs in group coaching scenarios

2.9 describe how participants can be empowered to make decisions about their performance.

3 understand how to utilise a range of learning and behaviour-management techniques

3.1 analyse the differences in the way that individuals learn

3.2 explain the differences between the learning styles of adults and children

3.3 explain how to identify participants’ different learning styles

3.4 describe how to plan to coach participants with different learning styles

3.5 describe how different coaching methods can support participants’ development

3.6 describe how to develop behaviour-management strategies and skills

3.7 explain how to develop, communicate and maintain ground rules for behaviour during the coaching programme

3.8 explain how to respond to discriminatory behaviour in the programme and the procedures to follow if a participant wants to complain about discrimination




4 understand the principles

and application of self-reflection and reflecting on feedback.

4.1 summarise the advantages of self-reflection on their

own coaching practice and its potential to improve their own coaching ability.

4.2 explain the principles and practice of giving feedback

4.3 explain when and how to seek feedback from

participants and support staff

4.4 describe the factors that impact on how to identify their

own development needs

4.5 describe methods and the process of personal action

planning

4.6 describe how to use information from evaluations to

improve the programme/session



Unit Title: Understanding the principles of planning coaching programmes

About this unit

This unit assesses learners’ understanding of how to plan a sport-specific annual coaching programme and the principles that impact on the development of skill through the implementation of the programme.



1 understand the principles

and processes involved in planning and periodisation within annual coaching programmes

1.1 explain the terms planning and periodisation

1.2 explain how planning and periodisation are used in

relation to participants’ stage of development

1.3 analyse the different types of periodisation and

situations when these are best used

1.4 explain the use of modelling of training and competition

activities

1.5 describe the principles of planning an annual coaching

programme

1.6 evaluate the impact of optimal fitness and mental

development

2 understand the stages of

participant development

2.1 describe the stages of participant development and the

application of developmental stages to the coaching environment

2.2 analyse how the stages of participant development

affect the programme

2.3 analyse the differences between child and adult

development and the effects on a coaching programme




3 understand the

development of skill through sport-specific annual coaching programmes.

3.1 provide definitions of:

skill coordination motor skill learning skill acquisition skill retention skill transfer

3.2 describe the factors affecting skill development

3.3 evaluate the role, purpose and benefits of performance

analysis to inform coaching practice

3.4 describe methods of identifying body movement

patterns

3.5 describe a range of skill-development techniques

3.6 explain the principles of giving feedback to participants

during coaching programmes

3.7 explain how to develop participants’ skills in assessing

and responding to situations

3.8 analyse how participants’ information processing and

execution combined with control of movement impact on skill development.

4 understand how to

conduct performance evaluation.

4.1 evaluate objective performance evaluation methods

available in sport

4.2 describe how and when to evaluate performance within

a sport-specific coaching programme

4.3 explain methods of recording the evaluation of

performance and the creation of a resultant action plan

4.4 explain how participants can use self-evaluation to

improve performance



Unit Title: Understanding how to support participants’ lifestyle through coaching programmes

About this unit

This unit assesses learners’ understanding of how to support participants’ lifestyle and physical and mental well-being during participation in sport-specific annual coaching programmes



1 understand how to

support participants’ physical conditioning within sport-specific annual coaching programmes

1.1 describe the components of fitness and physical

capabilities required for specific sports

1.2 describe the principles of participant development

1.3 explain the principles of training and injury prevention

1.4 evaluate the methods of training participants’ different

physical components

1.5 describe basic anatomy, biomechanical principles and

physiology relevant to specific sports

1.6 analyse a range of basic sport-specific physical testing

protocols

1.7 analyse the principles and different methods of

enhancing recovery between sessions

2 understand how to

provide participants with nutritional advice within sport-specific annual coaching programmes

2.1 describe the different food groups

2.2 explain the principles of sports nutrition

2.3 explain how energy intake and expenditure affect

sports performance

2.4 describe the principles of hydration and its effects on

sports performance

2.5 explain the impacts of participants’ weight

management and how sharing of responsibilities can be facilitated

2.6 describe nutrition and hydration strategies for before,

during and after training and competition




3 understand how to

develop participants’ mental skills within sport-specific annual coaching programmes

3.1 describe the key mental skills that impact on

participant performance and skill development

3.2 identify sport-specific mental capabilities and how to

profile participants’ mental skills

3.3 explain the principles of developing participants’

mental skills

3.4 describe how to plan interventions to develop

participants’ mental skills in relation to both training and competition

4 understand how to

provide participants with lifestyle support within sport-specific annual coaching programmes.

4.1 describe sport-specific procedures for drug testing and

how participants comply with such procedures.

4.2 explain the coach and participants’ responsibilities in

making checks when taking supplementation or medicines

4.3 explain the impacts of participants’ injury management

on training and competition



Unit Title: Analyse players’ performance and set netball programme goals

About this unit

This unit assesses learners’ ability to gather netball-specific information on players’ past and current performance and lifestyle factors that may affect their aspirations. They are expected to analyse this information, share it with the players and set shared goals based on the gathered information



1 establish the key

netball-specific performance factors and players’ needs

1.1 identify methods to collect information relevant to

players

1.2 use identified methods to collect relevant netball-

specific and lifestyle information on players

1.3 record collected information in ways that support its

analysis

1.4 analyse the collected information, identifying the key

netball-specific performance factors and players’ needs

1.5 refer players whose needs and potential cannot be met

to a competent person or agency

2 involve netball players in

the analysis of the collected information

2.1 share the analysis of the information with players in a

manner that supports their understanding

2.2 take account of players’ feedback on the analysis of

information

2.3 identify from feedback any barriers to players

achieving their potential




3 plan netball programme

goals for players based on collected information

3.1 prioritise players’ performance factors in a way that will

enable them to achieve their potential.

3.2 establish performance goals in line with collected

information, which reflect the analysis of players’: level of development actual performance potential performance

3.3 ensure that performance goals are consistent with

recognised good practice in netball

3.4 ensure that the planned programme goals are

consistent with the coach’s level of competence and responsibility

3.5 record the goals in a format that is clear and

accessible to those involved

3.6 share, negotiate and agree performance goals with

players

3.7 communicate implications of goals to others who may

be affected in delivering the programme

Assessment Guidance

The learner is required to provide evidence of: research to establish the current performance

benchmarks in netball at the appropriate level. current levels of player performance via the production

of a performance profile for one centre-court player and one circle player. these should be matched against established benchmarks and identify the current and potential level of player performance, including an analysis of: skill level technical ability tactical awareness physiological needs psychological needs.

the production of an action plan for one centre-court player and one circle player, which should be based upon the outcome of the performance profile developed above. the action plan must include specific goals for each of the following areas: skill level technical ability tactical awareness physiological needs psychological needs.


Unit Title: Plan Netball Coaching Programmes

About this unit

This unit assesses learners’ ability to use information gathered about players’ performance and goals to design a programme of activities and coaching sessions in netball. A plan for the evaluation of the aspirations of the programme is also required



1 design and plan netball

coaching programmes to achieve players’ goals

1.1 identify sources of information and materials to

support the planning process

1.2 research and identify activities for the programme,

consistent with the evaluation of the: performance factors players’ level(s) of development agreed goals

1.3 plan for a mix of delivery and coaching styles to suit:

players’ needs activities environment

1.4 identify the focus and priority of each activity within

the programme based on players’ needs

1.5 ensure that planned activities are consistent with

agreed good practice in netball

1.6 plan a variety of sessions for delivery within the

programme that are progressively linked and help players achieve the agreed goals

1.7 for each session, plan realistic:

timings sequences intensity duration

1.8 develop contingencies to address a variety of

scenarios

1.9 record the programme, and sessions within it, in a

format that will help implement the programme

1.10 share planned activities with players and others

1.11 respond to feedback on planned activities from

players and others




2 identify and access

resources to support the delivery of netball programmes

2.1 identify the resources necessary to deliver the planned programme

2.2 negotiate and agree access to sufficient resources

2.3 ensure the resources are in line with accepted good practice in netball

2.4 document the resources needed for the coaching programme and individual planned session

3 plan for the evaluation of

netball programmes.

3.1 establish and agree viable methods of evaluating the programme that are safe, valid and reliable.

3.2 plan an evaluation schedule for the programme

3.3 identify who will support the planned evaluation

3.4 identify information from the evaluation that should be treated confidentially

3.5 communicate the evaluation plans to players and others

3.6 respond to feedback on evaluation plans from players and others

Assessment guidance

The learner is required to provide evidence of: the production of an action plan for one centre-court

player and one circle player, which should be based upon the outcome of the performance profile developed for analyse players’ performance and set netball programme goals. the action plan must include specific goals for each of the following areas: skill level technical ability tactical awareness physiological needs psychological needs.

the production of an outline plan of a programme of coaching. the plan must cover, as a minimum, one complete season.

the production of a recorded plan for the ongoing performance review of one centre-court player and one circle player. the plan should identify the methodology and timings for the ongoing performance review.

the production of a detailed plan of a discrete cycle or phase (minimum of eight weeks) associated with an aspect of the programme.

the production of a record of coaching session plans within the discrete cycle or phase (minimum of eight weeks) associated with an aspect of the programme.

the production of a recorded plan for the ongoing evaluation of the coaching programme. the plan should identify the methodology and timings for the evaluation.


Unit Title: Manage Safe and Effective Netball Coaching Programmes

About this unit

This unit assesses learners’ ability to manage the safety of all those engaged in the coaching programme, including the management of effective relationships and behaviour.



1 establish and maintain

the safety of the netball coaching environment during the delivery of netball coaching programmes

1.1 ensure that players and others have the necessary

information about the health and safety requirements of the programme and relevant venue-specific emergency procedures

1.2 ensure all equipment and facilities meet health and

safety requirements

1.3 identify and take account of existing venue-specific risk

assessments

1.4 implement procedures for managing risk during the

programme

1.5 identify and assess the impact of new risks during the

delivery of the programme, taking action to manage these in line with guidelines

1.6 monitor the work of others (eg other coaches, sport

science support or facility management), identifying and dealing correctly with any breaches of health and safety requirements

1.7 communicate suggestions for improving health and

safety to the relevant authority

1.8 maintain required health and safety records

1.9 follow emergency procedures correctly




2 establish and maintain

relationships with players and others involved in the delivery of netball programmes.

2.1 establish positive and goal-oriented relationships with

players and others (eg other coaches, sport science support or facility management)

2.2 promote an enthusiasm for netball and for players’

continuous improvement

2.3 use communication methods that are appropriate to

players’ and others’ needs

2.4 listen to, and negotiate successfully with, players and

others in the delivery of the programme.

2.5 adapt coaching, motivational and leadership styles to

reflect the needs of the programme, players and others

2.6 provide opportunities for players to enjoy the coaching

experience

2.7 ensure that players’ and others’ equality and diversity

are recognised

3 manage netball player

behaviour and interactions.

3.1 provide players and others involved in the programme

(eg other coaches, sport science support or facility management) with clear information on the ground rules for behaviour and the reasons for these rules

3.2 encourage and reward behaviour that helps players

work well together and achieve the goals of the programme

3.3 identify and respond, in line with accepted good

practice, to any behaviour likely to cause distress or disruption to the programme

3.4 apply sanctions in response to unacceptable

behaviour, using the procedures of the appropriate netball organisation

3.5 manage players’ engagement with each other

effectively and fairly, in a way appropriate to their needs.


Assessment guidance

The learner is required to provide evidence of: the production of a recorded risk assessment and

register or log for the coaching programme that defines the: nature of new risks probability of the risk happening severity of the impact of the risk happening nature of the activities being undertaken to

minimise the risk outcome. the log must be signed by an appropriate witness.

the development of codes of behaviour for players and others and a personal coaching philosophy.

competence in managing a safe coaching environment for players and others.

a record of the management of a safe coaching environment over a minimum period of eight weeks. This should be within the planned discrete cycle or phase associated with an aspect of their coaching programme.

the observation and internal assessment of the delivery of a coaching session. The coaching session may be delivered on course or away from the learning environment. Regardless of where the delivery of the session takes place, it must last for a minimum of 45 minutes.

the observation and independent assessment of the delivery of a minimum of one session by an appropriately qualified assessor during which all the relevant assessment criteria for this qualification are met. This may be delivered in a simulated environment, and the delivery aspect will take a minimum of 45 minutes per learner.


Unit Title: Deliver Netball Coaching Programmes

About this unit

This unit assesses learners’ ability to begin the implementation of a coaching programme, review its progress at identified times, and respond to players’ progress and the effectiveness of the programme, through the implementation of contingencies and change management.



1 initiate netball coaching

programmes

1.1 provide players and others (eg other coaches, sport science support or facility management) with information about the programme in a timely and effective manner

1.2 support players in accessing the resources they need to participate in the programme

1.3 coordinate the allocation of resources

1.4 brief others on their responsibilities and contributions to the programme

1.5 ensure others understand and apply the appropriate netball-specific codes of practice when working with players

1.6 select and apply a style of leadership appropriate to: players others the programme

1.7 ensure that the programme can be modified to suit the changing environment and players’ needs

2 review players’ progress

during the implementation of the netball programme

2.1 brief players on the evaluation plans for the coaching programme

2.2 evaluate players’ performance using methods identified in the evaluation plan

2.3 compile information on the evaluation of players’ progress

2.4 encourage players to give feedback on their perceptions of their progress

2.5 give positive and timely feedback during the review

2.6 evaluate players’ progress in a fair and equitable manner

2.7 identify and agree any changes to the programme as a result of the review

2.8 record evaluations in a format that will allow them to be shared with others




3 modify netball coaching

programmes in response to feedback and changes in needs.

3.1 identify goals and components of the coaching

programme that may need to be adapted

3.2 identify where existing contingency plans may be

applicable

3.3 identify and agree modifications to goals and

programmes with players and relevant others

3.4 identify resource implications of modifications

3.5 introduce the modifications to players and relevant

others, appropriate to their needs

3.6 monitor the effectiveness of changes and amend these

as necessary

Assessment guidance

The learner is required to provide evidence of: the production of a recorded coaching logbook of

coaching practice relating to the planned discrete cycle or phase of a coaching programme. all logged sessions should be planned, delivered and evaluated with appropriate feedback and action plans recorded.

the production of a record of improvement in players’ performance and development during the coaching programme.

the production of recorded player performance reviews and associated action plan(s) for one centre-court player and one circle player. the action plan(s) must include agreed performance goals and be signed by the player being reviewed.

the observation and internal assessment of the delivery of a coaching session. the coaching session may be delivered on course or away from the learning environment. regardless of where the delivery of the session takes place, it must last for a minimum of 45 minutes.



Unit Title: Develop Players’ Performance in Netball

About this unit

This unit assesses learners’ ability to deliver netball coaching activities within a netball coaching programme. They will show that they can monitor and develop players’ performance in netball and effectively conclude the activities in a safe manner.



1 make preparations for netball coaching

1.1 meet players punctually and help them feel welcome and at ease

1.2 record attendance at the session

1.3 explain and agree session goals and how these contribute to the overall programme

1.4 check players’ physical and mental readiness to participate

1.5 ensure players have the correct equipment and clothing

1.6 deliver warm-up activities appropriate to players and the session

1.7 ensure players understand the value and purpose of the warm-up

1.8 review session plans in light of players’ readiness to participate and environmental factors

1.9 adapt session plans if players’ readiness and environmental factors dictate

2 implement netball coaching activities

2.1 provide players with information about the planned activities

2.2 allocate activities to players in a way that is appropriate to them and is likely to maximise learning

2.3 ensure that explanations and demonstrations are technically correct and appropriate to the players’ level of understanding

2.4 select and use methods of motivating the players that are appropriate to them and in line with accepted good practice in netball

2.5 check players’ understanding of instructions

2.6 give players the opportunity to ask questions

2.7 ensure players have the opportunity to take part in the planned activities




3 support players in

improving netball performance.

3.1 observe and analyse players’ performance throughout

activities

3.2 identify, prioritise and agree specific areas for

improvement with players

3.3 intervene at appropriate points with coaching

techniques that encourage players to improve

3.4 use a mix of delivery styles appropriate to players and

the programme/session goals

3.5 identify players in need of specialist support and

signpost them to likely sources

3.6 provide feedback that is timely, clear and helps players

achieve their goals

3.7 adapt plans to respond to changing needs of the

session

3.8 encourage and enable players to reflect on what they

have learned and apply this to their performance

3.9 encourage and support players to take responsibility

for their own development

4 conclude netball coaching

activities.

4.1 allow time to end the session according to players’

needs

4.2 deliver cool-down activities appropriate to the session

and players

4.3 encourage players to give feedback and identify further

goals

4.4 give players summary feedback on the session

4.5 ensure players have the information they need about

future opportunities to take part in netball

4.6 supervise players’ departure in a manner appropriate

to the situation and with due regard to their safety and own duty of care

4.7 follow the correct procedures for checking and dealing

with any equipment used

4.8 leave the environment in a condition acceptable for

future use.

Assessment guidance The learner is required to provide evidence of:


the observation and internal assessment of the

delivery of a coaching session. the coaching session may be delivered on course or away from the learning environment. regardless of where the delivery of the session takes place, it must last for a minimum of 45 minutes.



Unit Title: Monitor and Evaluate Netball Coaching Programmes

About this unit

This unit assesses learners’ ability to review the implementation of coaching programmes against an evaluation plan and take opportunities to improve programmes and personal contributions to them.



1 monitor the

implementation of netball coaching programmes

1.1 demonstrate the most appropriate way of evaluating

the programme based on the evaluation plan

1.2 inform players and others (eg other coaches, sport

science support or facility management) of the evaluation and encourage them to give their views

1.3 collect and record monitoring information at planned

points throughout the programme

1.4 check that information collected is valid and reliable

1.5 collate the information in a way that will help it be

analysed

1.6 analyse the information and feedback, evaluating:

whether the programme met its goals the content, structure, balance and processes of

the programme the availability and content of resources their own performance and behaviour the performance and behaviour of players and

others

1.7 treat confidential information appropriately

1.8 make a record of recommendations for improvement to

future programmes

2 monitor their own

contributions to the netball coaching programme.

2.1 monitor their own contributions to the programme with

the aim of developing their own coaching practice

2.2 interpret feedback as an opportunity to improve their

personal coaching performance


Assessment guidance

The learner is required to provide evidence of:

the production of a recorded plan for the ongoing performance review of one centre-court player and one circle player. the plan should identify the methodology and timings for the ongoing performance review.

the production of a recorded plan for the ongoing evaluation of the coaching programme. the plan should identify the methodology and timings for the evaluation.

the production of a recorded coaching logbook of coaching practice relating to the planned discrete cycle or phase of a coaching programme. all logged sessions should be planned, delivered and evaluated with appropriate feedback and action plans recorded.

the production of a record of improvement in players’ performance and development during the coaching programme.

the production of recorded player performance reviews and associated action plan(s) for one centre-court player and one circle player. the action plan(s) must include agreed performance goals and be signed by the player being reviewed.

the production of a recorded review and evaluation for a detailed training cycle or phase (minimum of eight weeks) associated with an aspect of the coaching programme.


Unit Title: Develop Netball Coaching Practice

About this unit

This unit assesses learners’ ability to review their own contributions to coaching programmes, their personal development needs, and how they can support others in developing their coaching skills and knowledge.



1 be able to review their

own netball coaching practice

1.1 summarise the most important outcomes of

evaluations of previous coaching programmes and feedback from players and others (eg other coaches, sport science support or facility management)

1.2 demonstrate their own knowledge is up to date with

developments in netball and current coaching practice

1.3 reflect on all aspects of their own current coaching

practice and identify areas to develop further

1.4 develop and record a personal action plan that will help

develop coaching practice for identified areas

1.5 identify development activities that can contribute to a

personal action plan

2 provide assistance in the

development of other netball coaches.

2.1 describe the typical skills and knowledge that other

coaches need to be able to contribute to coaching programmes

2.2 evaluate learning resources that could support the

development of other coaches

2.3 demonstrate the provision of development guidance

and support to other coaches within their own level of expertise

2.4 provide development and support in a manner, level

and pace appropriate to other coaches’ needs

2.5 evaluate the outcomes of the development and support

provided

2.6 provide feedback to other coaches on their

performance

2.7 promote the values, ethics and codes of practice of the

appropriate netball organisation to other coaches

2.8 identify relevant people who may be able to provide

advice on coaching issues outside their own area of competence or authority.


Assessment guidance

The learner is required to provide evidence of: the production of a recorded review and evaluation for

a detailed training cycle or phase (minimum of eight weeks) associated with an aspect of the coaching programme.

the production of a personal action plan to develop coaching practice. this should be based on a review of coaching practice and can be supported by evidence from a range of sources, including feedback from players and others, coaching logs, video and documented evidence of ongoing self-reflection.

an action plan to develop coaching practice for others involved in supporting the programmes