1st4sport level 1 award in coaching football · pdf fileproduct ref: qs l1acf developed in...

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Developed in Partnership with The Football Association

1st4sport Level 1 Award in Coaching Football

Qualification Specification 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 internal quality assurers should also be made aware that they must comply with the following addendums to ensure full deployment of the standards:

• The Learner Journal • The Delivery, Assessment and Quality Assurance Approach


© Coachwise Ltd, 2017

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.

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1st4sport Qualifications is recognised by Ofqual, Qualifications Wales and SQA Accreditation as a regulated awarding organisation. 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: 601/8885/6 Qualification regulation date: 1 June 2016

Qualification implementation date: 1 August 2016 Specification publication date: V1 – 1 June 2016

Specification publication date: V2 – 9 August 2016 Specification publication date: V3 – 21 September 2016

Specification publication date: V4 – 05 April 2017


Contents

List of contents Page Introduction to 1st4sport Qualifications and Qualification Purpose Statement

• Qualification regulation details and dates • Qualification structure and units • Overview • Progression • Support

1

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 tutor/assessors • QCON 1.5 Qualification internal quality assurers • QCON 1.6 Qualification delivery sites, facilities and environment • QCON 1.7 Qualification equipment and clothing • QCON 1.8 Qualification materials • QCON 1.9 Qualification fees

6

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

• QCON 2.1 Course/programme administration • QCON 2.2 Learner eligibility and barriers to access • QCON 2.3 Learner eligibility and pre-requisites • QCON 2.4 Learner eligibility and Recognised Prior Learning (RPL) • QCON 2.5 Learner enrolment, agreement and registration period • QCON 2.6 Learner inductions

13


List of contents Page 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

18

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

24

Communications and Contacts

26

Appendix 1: Component Specifications

27

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Introduction to 1st4sport and Qualification Purpose Statement for the 1st4sport Level 1 Award in Coaching Football

Regulation Qualification No. Level GLHs1 TQT2

Qualification title: 1st4sport Level 1 Award in Coaching Football 601/8885/6 1 33 43

Qualification details:

Operational start date 1 August 2016

Review date 31 December 2020

Registration Period 2 Years

Overview Introduction

This qualification is solely awarded by 1st4sport Qualifications as the recognised awarding organisation regulated by Ofqual in England; CCEA in Northern Ireland, and by Qualifications Wales in Wales. The qualification is part of the Regulated Qualifications Framework (RQF); the content is derived from the National Occupational Standards for Sports Coaching (2014) and the industries agreed common content for coaching. The components and technical content have been developed with The Football Association (The FA), the technical lead agency for football coaching in England. This qualification forms part of The Football Association’s UKCC-endorsed coach education programme. It is designed to prepare aspiring coaches (who are able to deliver independently if over 18 years old) for employment in paid or voluntary roles within the grassroots game, delivering football-coaching sessions to players of all ages, promoting a love of the ball and the game. It is the entry point to the football coach education curriculum and is designed to be the first touch point in a lifelong journey of learning for any aspiring football coach. The qualification sits within The FA’s progressive suite of football coaching qualifications.

The qualification and its components are listed on the Register of Regulated Qualifications; component details are contained in the appendix to this specification. This qualification is equivalent to Level 2 on the European Qualifications Framework (EQF). Further information about the EQF can be found at: http://ec.europa.eu/eqf/home_en.htm

1 Guided Learning Hours. GLHs for a specific qualification are defined as the number of hours of largely face-to-face tuition and assessment on-course; this includes all time spent on course-based learning and assessment activities. 2 Total Qualification Time. TQT for a specific qualification is defined as the total number of notional hours required to achieve the qualification; this includes the GLHs, plus all off-course directed study time, including any time taken to complete any remote working/research/evidence generating activities.


Overview Objective

This qualification is designed to provide benefit to learners on the basis that it prepares them for employment as a Level 1 football coach, usually within the grassroots game and local junior clubs. A Level 1 coach is able to plan, deliver and review individual football coaching sessions. They are able to lead sessions independently if they are over the age of 18. Through the completion of the learning programme for this qualification, learners will be introduced to the practical and theoretical aspects of planning, delivering and reviewing individual football coaching sessions. The foundation level of knowledge and skills developed through this qualification will enable learners to create safe and fun coaching sessions through building, developing and extending a series of linked practices. Learners will be introduced to basic game formats and key rules, and the basics of the England DNA coaching fundamentals and playing principles through completion of four mandatory components; How We Coach, How We Play, The Future Player and How We Support. These components are further broken down into 16 modules of learning which cover topics such as; The Role of the Coach at level 1, Long Term Player Development (LTPD), Creating the Environment, How Players Learn, Leadership and Management, and Reflective Practice.

Structure

This qualification consists of four mandatory components. Learners must successfully complete all mandatory components.

Component title Component aim Accreditation no. Level GLHs

How we coach football

To provide coaches with the opportunity to create their own coaching philosophy and style, developing skills and qualities required to coach football. Coaches will learn about the different ways that players learn and how this is linked to the stages of player development, helping them create engaging and positive learning environments, supporting them to become an excellent teacher of the game.

H/508/4901 1 14

How we play football

To support coaches develop technical and tactical knowledge of the game, helping them link practice to competition, recognising the suitable balance of planning, doing and reviewing as part of their role within their own context. Coaches will learn about level appropriate technical detail associated with the England DNA.

K/508/4902 1 7


Overview

How we support in football

To enable football coaches to recognise the contribution of significant others (eg parents) and members of the multi-disciplinary team (eg sports scientists), who support player development, appropriate to each stage of the player development pathway. Coaches will grasp how building relationships with those individuals and/or groups of people helps to create and sustain the appropriate support mechanisms for players throughout their development journey. The unit will help coaches make the most of resources available in order to create a positive learning environment for players.

M/508/4903 1 5

The future football player

To provide coaches with the knowledge, understanding and skills required to support the development of English players who are creative, innovative and excellent decision makers, with the capability of developing to their full potential. The component will introduce and promote the concept of players taking ownership of their own learning, and consider how coaches must be able to deal with difference in order to ensure individual player needs are met, promoting learning and development in line with The FA 4 Corner Model.

T/508/4904 1 7

Training and assessment

Achievement of the qualification is normally through attendance on a course of learning and assessment. The assessment specification requires learners to: • complete a series of assessed tasks contained within their learning journal provided by The FA • complete a series of eLearning modules located on The FA Learner Management System (LMS) • demonstrate their ability to coach football for minimum of 15-minutes which can be made up of multiple small practices

on separate occasions or a single continuous 15-minute session.

The learning journal, eLearning modules and practical demonstrations of football coaching are inclusive of all assessment criteria. Successful completion will result in the achievement of the qualification.


Progression Entry routes for learners

Prior to registration for the qualification learners are required to:

• be accurately identified and identity checked prior to, or on the first day of the course • be at least 15 years of age • be able to communicate effectively in English3 (this includes listening, speaking, reading and writing to ESOL B1 level) Prior to certification for the qualification, learners are required to: • be at least 16 years of age • hold as a minimum a current FA Emergency Aid Certificate • hold a current completion certificate for The FA Safeguarding Children Workshop (to be completed as part of the How

We Support component of this qualification) Exit routes for learners: Into education

The qualification will enable successful learners, who have practiced and developed their skills in the role of a Level 1 coach, to progress to the 1st4sport Level 2 Certificate in Coaching Football. The skills and knowledge developed may also be used to enable learners to progress to other industry-relevant qualifications in coaching other sports, physical activity, activity leadership, supporting PE in school sport and sport development.

Exit routes for learners: Into employment

This qualification leads to paid or voluntary roles in coaching football within the grassroots game and local junior clubs. The knowledge and skills developed through this qualification may also be used to enable learners to progress to other industry-relevant roles in sports coaching, activity leadership, Sports Official, Sports Volunteer, supporting Physical Education in schools and sport development.

3 Learners must be able to understand the requirements of, and produce the evidence required for, 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.


Market and Support Target Audience: Learners

The qualification is designed for those who wish to begin an involvement and potentially begin a career pathway in coaching football through coaching individual sessions. It is directed at learners who have a particular interest in football.

Target audience: Centres

The qualification is designed to be delivered through a range of centres that include (but is not limited to) County Football Associations, colleges, training providers and schools.

Target Audience: Employers

The qualification is designed to support employers in the sport, active leisure and physical activity sector; supporting development pathways of employees and volunteers. Qualified and competent employees and volunteers in this sector supports the professionalization of the industry, ensures quality assured services and duty of care to stakeholders.

Alternatives:

Learners without a particular interest in coaching football may consider such qualifications as the 1st4sport Level 1 Award for Sports Activators, which focuses on participation in physical activity, rather than sport-specific coaching and may be more appropriate if a learner is looking to deliver sessions focussed on increasing participation in physical activity, rather than delivering sport-specific technical coaching. The 1st4sport Level 1 Award in Coaching Football focuses on the role and skills required to be a football coach, working in a structured coaching environment and with the support of more qualified coaches within the grassroots game. 1st4sport awards a number of sport-specific coaching qualifications. A list of our coaching qualifications can be found here.

Support:

The qualification is recognised as the industry standard level 1 qualification for coaching football in England by The FA. It is also recognised as the sole qualification for those looking to begin a career in coaching football by a range of employers, supported by many organisations including; the County Football Associations; professional, semi-professional and amateur football clubs; schools; and colleges. The qualification is a component of The FA’s UKCC-endorsed coach education programme. The support is focused on the benefits of the qualification for learners, the objective of the qualification and the predicted learner demand. This information was gathered through valid research and consultation with a range of stakeholders including The Football Association and sports coach UK.


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 workforce4 in place which includes as a minimum5:

• a qualification administrator • a qualification coordinator • an FA Level 1 and Level 2 Licensed Tutor6 to conduct training and assessment • an FA Level 1 and Level 2 Licensed Tutor to conduct internal quality assurance (IQA)7 In deploying the workforce, the recognised centre must ensure that each course: • operates with a maximum of one FA Licensed Tutor to 18 learners to or two FA Licensed

Tutors to 36 Learners

Centres are advised that a minimum of 10 active players are available throughout each course to facilitate the practical elements. It is acceptable for learners act as such players or alternatively as best practice, a group of players may be supplied. In these cases the age of the players must be relevant to the age group of the learners on the course. Centres must be mindful of the time required to conduct assessment when allocating workforce to a course and, depending on learner numbers, may find it beneficial to have additional FA Licenced Tutors available for the practical demonstration of coaching.

Must be evidenced in the Staff section of Athena. Each member of staff must be named and linked to the qualification and role. The information must be current at all times. Evidence: ratios Must be evidenced through:

• course/programme attendance registers for staff and learners

• course/programme authorisation requests to 1st4sport • internal quality assurance sampling plans and reports.

4 The centre must ensure that any conflicts with regards to the delivery, assessment or IQA activities are reported to 1st4sport in accordance with 1st4sport Position Statement: Conflict Management for mitigation or management purposes. This can be sourced via the 1st4sport website in the About us/ Policies and Procedure section 5 One person may fulfil a number of the required roles. 6 Information on the FA Tutor Licensing Scheme is available here. 7 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.


• 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 Tutor/Assessors

Conditions Evidence: initial capability and competence The recognised centre is required to recruit and deploy current FA Level 1 and 2 Licensed Tutors. The FA Licenced Tutor is responsible for the delivery and assessment of the qualification. FA Licenced Tutors are responsible for: • the delivery of the learning programme and use of resources developed by The

Football Association (recognised centre are only to use materials and programmes supplied by The FA. Recognised Centres must adhere to the learning programme as the structure has been created to facilitate a learning journey that is appropriate to the qualification). ‘Recognised Centres are advised that details of The FA approved learning and assessment programme can be sourced from either the 1st4sport Delivery, Assessment and Quality Assurance Approach document, or their FA Licensed Tutor.

• conducting valid and reliable assessments. Each tutor must have attended have access to all relevant documentation and have completed an appropriate induction to ensure familiarity with the delivery and assessment requirements of the qualification. FA Licenced Tutors should be briefed by their recognised centre on the centre’s administrative arrangements, its policies, procedures and customer service commitment.

Must be evidenced through the following information being uploaded into each member of staff’s personal profile within Athena:

• CVs which contain information to support occupational competence

• Copies of valid certificates Evidence: ongoing capability and competence Must be evidenced through:

• standardisation activities • internal quality assurance reports and action

responses • external quality assurance reports and action

responses (Athena) • audited communications with EQA demonstrating

sharing of learning programme inclusive of defined timings and content structure


QCON 1.5 Internal quality assurers

Conditions Evidence: initial capability and competence The recognised centre is required to recruit and deploy qualified internal quality assurers. These people must be: • FA Affiliate Licensed Tutors OR FA Licensed Mentors and • hold or are working towards a regulated IQA qualification. The recognised centre is responsible for ensuring that the IQA: • is orientated into and complies with the quality assurance conditions outlined in the

qualification specification • is orientated into and complies with the centre’s policies, procedures and customer

service commitment • conducts all IQA interventions with integrity and objectivity that is free from conflict

or bias. Centres are encouraged to request The FA IQA Sampling Matrix Tool to support them with sampling planning and activities. This can be gained via the 1st4sport Qualifications website, or by contacting the responsible 1st4sport Qualifications Business Development Manager – Pete Allott – on [email protected]

Must be evidenced through the following information being uploaded into each member of staff’s personal profile within Athena:

• CVs which contain information to support occupational competence

• Copies of valid certificates Evidence: ongoing capability and competence Must be evidenced through:

• recorded standardisation activities • internal quality assurance records (implementation

of sampling and reports) • external quality assurance reports and action

responses (Athena).


QCON 1.6 Qualification delivery sites, facilities and environment

Conditions Evidence: sites and facilities The recognised centre is required to have one or more delivery sites that contain facilities to support the programme of learning and assessment. These must comply with accepted health and safety practices for football and have in place appropriate access arrangements. All training and/or assessment sites must include the following facilities: • This must include an appropriate practical playing surface e.g.: grass, Astroturf or

RedGra (recommended minimum size 30m x 20m). • A theory space that includes a classroom containing multimedia facilities, flip charts

and flip chart pens. • When operating outside the classroom environmental conditions must be conducive

to learning and assessment; lighting and temperature must be appropriate to player’s and learner’s needs. The space surrounding the playing area must be safe and free of obstructions.

• Toilet facilities • Appropriate changing facilities


• inventories and dynamic risk assessments • internal quality assurance reports • external quality assurance reports (Athena).


QCON 1.7 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 comply with accepted health and safety practice for football. It is not the responsibility of The FA or the tutor to provide or replace this equipment. This must include: • Association footballs appropriate to the needs of the players • BSI approved goals, to meet the players’ requirements and size of playing area • Medical bag/appropriate medical equipment The recognised centre must ensure that all learners and layers being coached wear appropriate sports apparel including correct footwear for the playing surface and shin guards covered by socks.


• inventories • internal quality assurance reports • external quality assurance reports (Athena).

QCON 1.8 Qualification materials8

Conditions Evidence: materials

The recognised centre is required to use the materials provided by 1st4sport which include the:

• The FA Level 1 Learning Journal • The FA Level 1 Delivery, Assessment and Quality Assurance Approach (DAQAA)9 Centres are required to be familiar with both materials and should request The FA DAQAA to support them with planning course delivery and verification. This can be gained via the 1st4sport Qualifications website, or contacting the responsible 1st4sport Qualifications Business Development Manager – Pete Allott – on [email protected]


• the published programme of learning and assessment per course

• completion of 1st4sport Level 1 Award in Coaching Football Learner Journals assessed in accordance with the 1st4sport Level 1 Award in Coaching Football Delivery, Assessment and Quality Assurance Approach

• internal quality assurance reports • external quality assurance reports and action

responses (Athena).

8 The qualification workforce is required to ensure the confidentiality of the Delivery, Assessment and Quality Assurance Approach at all times. This must not be shared with the learners or third party who are not part of the qualification workforce under any circumstances.


QCON 1.9 Qualification fees10

Conditions Evidence: fees

The recognised centre is required to pay a £79 (plus VAT where applicable) learner registration and certification fee per registered learner when the course is authorised with 1st4sport within the appropriate timescales. Centres should be aware that each learner should receive a copy of The FA Level 1 Learning Journal, which can be purchased from Coachwise Ltd for £5 per copy. 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 training, assessment and any optional costs made very clear at the point the learner enters into a contract with the centre.


• pre-course marketing tools • pre-course instructions to learners • course authorisation requests to 1st4sport and

related payment logs.

9 The DAQAA provides recommended The Football Association training and assessment programme for the qualification, assessment guidance including levels of attainment, and exemplar IQA templates to promote a standardised approach across all recognised centres and delivery sites. 10 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 (plus VAT where this is applicable).


Section Two: Administration, initial assessment and inductions QCON 2.1 Course/programme administration

Conditions Evidence: administration records Recognised centres who are County Football Associations are required to authorise courses, register and certificate learners through The Football Association Learner Management System11 (LMS). All other recognised centres should contact FA Education Services to administer courses. All qualification administration activities must be conducted in accordance with the 1st4sport Position Statement: Qualifications Administration. To obtain assistance or to requests this contact the 1st4sport Business Support Team on: Tel: 0113 290 7610 Email: [email protected]

Must be evidenced though:

• engagement with the LMS • course authorisation records, related updates and

communications • learner registration records, related updates and

communications • learner certification records, related updates and

communications.

11 To gain access to this system, contact FA Learning.


QCON 2.2 Learner eligibility and pre-requisites

Conditions Evidence: 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 for the qualification learners are required to:

• be accurately identified and identity checked prior to, or on the first day of the course

• be at least 15 years of age • be able to communicate effectively in English12 (this includes listening, speaking,

reading and writing to ESOL B1 level) Prior to certification for the qualification, learners are required to: • be at least 16 years of age • hold as a minimum a current FA Emergency Aid Certificate (completed on-course

via the How we coach football component) • hold a current completion certificate for The FA Safeguarding Children Workshop (to

be completed as part of the How We Support component of this qualification) Centres must not offer the 3 hour face-to-face Workshop to learners prior to attending the course of training for the 1st4sport Level 1 Award in Coaching Football. Learners must complete the 2+1 (coach specific) Safeguarding Workshop mentioned above For learners who do not already hold the appropriate prerequisite evidence, recognised centres will normally provide access to the learning and certification as part of the learning programme.


• learner records containing personal data including title, name, date of birth, address gender nationally, ethnicity, disability and access needs

• learner identity check records containing the type of proof reviewed, 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).

12 Learners must be able to understand the requirements of, and produce the evidence required for, 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 2.3 Learner eligibility and barriers to access

Conditions Evidence: access arrangements The recognised centre is required to conduct an initial assessment of learners to consider barriers to access in accordance Equality Act 201013 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 15 are not permitted to access this qualification to

prevent coaching autonomously in this area without appropriate experience or supervision. 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.


• learner application forms or web-based application services (where disabilities and access requests are recorded)

• reasonable adjustment requests, supporting evidence14 and clearly implemented arrangements.

13 There are no barriers to access on the ground of marriage, race, religion or belief, sex, sexual orientation or gender transformation. 14 Medical reports, diagnostic tests or professional testimonies


QCON 2.4 Learner eligibility and recognised prior learning

Conditions Evidence: RPL Due to the nature of this qualification, recognised prior learning (RPL) is not available. The recognised centre is required to sure that learners attend the full training and assessment programme, passing all assessments to achieve the qualification.


• records of learners attendance and achievements • completion of FA Learning Journals assessed in

accordance with the 1st4sport Assessor Guidance • internal quality assurance reports • external quality assurance reports and action

responses (Athena). QCON 2.5 Learner enrolment, agreement and registration period

Conditions Evidence: enrolment process The recognised centre is required to have a fair and equitable enrolment process. 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 • are equipped with appropriate apparel to facilitate coaching activities • understand that the registration period for this qualification is 2 years in which time

they must complete all aspects of their learning and assessment including reassessments.

• comply with recognised centre policy and procedure • comply with the qualification conditions, 1st4sport policy, position statements and

related processes.


• learner application forms or web based application services

• signed learning agreements/contracts15.

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


QCON 2.6 Learner Inductions

Conditions Evidence: in The recognised centre is required to provide an effective qualification and course induction to all learners which introduces:

• the individual members of the centre’s workforce and their roles • 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).

• the learning outcomes and the assessment criteria • The FA recommended learning and assessment 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 scheduled internal or external quality assurance activities.


• 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: learning hours The recognised centre is required to deliver the qualification in accordance with the recommended guided learning hours which are 33 hours, depending upon learners’ needs and the structure of the programme of training and assessment. The total quality time (TQT) is 43 which is calculated from the guided learning hours, directed study and all assessments. In doing so the recognised centre must ensure that the four mandatory components are completed.


• marketing tools (where these exist) • a published learning and assessment programme.


QCON 3.2 The Training and Assessment Programme

Conditions Evidence: course programme The recognised centre is required to use The FA’s training and assessment programme found within the 1st4sport DAQAA, gained via the 1st4sport Qualifications website, or contacting the responsible 1st4sport Qualifications Business Development Manager – Pete Allott – on [email protected]. FA Licensed tutors are trained to adapt where necessary to meet the specific needs of individual learners.

There is no in-situ support offered for this qualification.

In delivering the programme the following is considered:

• all learning outcomes • all assessment opportunities and the assessment criteria • each learner’s individual needs • the learners’ registration period (24 months). Centres are not permitted to deliver in any other way than that which is stated within the DAQAA. If a Centre believes there is sufficient grounds to deliver the course of training in a different way in order to provide a better learning experience for a specific group of learners, and therefore wish to deviate from The FA’s mandatory training and assessment programme, they must ensure they follow the below process and gain confirmation of approval to do so prior to any course of learning commencing: Step 1 – Centre design bespoke training and assessment programme which shows full mapping of learning outcomes, assessment criteria and content coverage Step 2 – Centre communicate request for permission to deviate from The FA’s training and assessment programme to 1st4sport Qualifications Business Development Manager – Pete Allott – on [email protected] Step 3 – 1st4sport Qualifications consult FA Education technical panel and provide all materials/evidence supplied by the Centre Step 4 – FA Education make decision on whether or not to grant permission based on evidence provide and local needs

Training and assessment programmes must be evidenced through:

• a published learning and assessment programme per course

• course administration records.


Step 5 – FA Education communicate decision to 1st4sport Qualifications Step 6 – 1st4sport Qualifications communicate decision to Centre. Centres must provide sufficient notice of their wish to deliver courses in an alternative fashion to that which The FA has designed. Centres should normally expect a decision within 7-10 working days. Should the Centre not follow the above process and seek to deliver a bespoke programme without permission prior to the course beginning, the Centre will be deemed to have breached Qualification Conditions and would therefore be seen to be non-compliant with regulation. This means 1st4sport Qualifications would be deemed to be non-compliant with Ofqual and would therefore be forced to investigate the matter further. This may result in the Centre in question receiving sanctions. The following sanctions process would apply in order of severity, based on individual case risk: Stage 1 – Actions set Stage 2 - Removal of Direct Claims Status (DCS) – no certifications without EQA approval Stage 3 - Suspension of certifications – no certifications permitted Stage 4 - Suspension of registrations – no learners or courses can be registered Stage 5 - Suspension of Centre status Stage 6 - Removal of Centre status Should a Centre continue to demonstrate non-compliance with Qualification Conditions, 1st4sport will be forced to escalate based on risk.


QCON 3.3 Assessment Specification

Conditions Evidence: assessment Achievement of the qualification is normally through attendance on a course of learning and assessment. The assessment specification requires learners to: • complete a series of assessed tasks contained within their learner journal provided by The

FA and/or located on The FA Learner Management System (LMS) • complete a series of eLearning modules located on The FA Learner Management System

(LMS) • demonstrate their ability to coach football for minimum of 15-minutes which can be made

up of multiple small practices on separate occasions or a single continuous 15-minute session.

The learner journal, eLearning modules and practical demonstrations of football coaching are inclusive of all assessment criteria. Successful completion will result in the achievement of the qualification.


• records of learners attendance and achievements

• completion of FA Learning Journals assessed in accordance with the 1st4sport Assessor Guidance

• internal quality assurance reports • external quality assurance reports and action

responses (Athena).

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; contained within The FA Learning Journals. 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 record of learners attendance and

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

• completed learner journals • internal quality assurance reports • external quality assurance reports and action

responses (Athena). Evidence: alternative arrangements Must be evidenced through: • an alternative assessment arrangements request • the completion of agreed alternative assessment

tools.


QCON 3.5 Assessment Eligibility

Conditions Evidence: eligibility for assessment The recognised centre is required to ensure all learners who have attended the full programme of training and assessment 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 completed all other assessed tasks in the 1st4sport Level 1 Award in Coaching Football Learner Journal.


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

• assessment schedules are communicated • 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 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 after internal quality

assurance has been completed.


• a published training and assessment programme per course

• assessment schedules per learner • records of attendance and achievements • completed learner journals assessed in line with the

1st4sport DAQAA; including signatures and annotations which clearly evidence assessment activities

• assessor communications to administrators • internal quality assurance records • external quality assurance reports and action

responses (Athena).


QCON 3.7 Eligibility of Learners for Special Consideration

Conditions Evidence: access arrangements 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.


• special consideration requests (Athena) • implementation of the arrangements.

QCON 3.8 Eligibility of Learners for Certification

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


• assessment tracking and records • assessor communications to the qualification

administrator • administrator communications to learners • internal quality assurance reports • certification requests to 1st4sport.

QCON 3.9 Reassessments

Conditions Evidence: 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 (24 months). Recognised centres may levy additional charges for conducting reassessments. All reassessments must be conducted in accordance with the assessment specification.


• assessment schedules per learner, tracking and records

• completed/updated learner journals • completed Record of Achievement, per learner • assessor communications with administrators • internal quality assurance records: • external quality assurance reports and action

responses (Athena).


Section Four: Internal Quality Assurance QCON 4.1 Internal Quality Assurance Strategy

Conditions Evidence: strategy The recognised centre is required to have in place an internal quality assurance strategy outlining the strategic objectives that must be adhered to in relation to the quality assurance conditions for this qualification. A strategy for the internal quality assurance of this qualification is provided within The FA Level 1 Delivery, Assessment and Quality Assurance Approach which centres must adopt if they do not have an appropriate risk based strategy in place. FA Education have created an IQA sampling matrix tool specifically for this qualification to help support Centres with their IQA needs, in line with the prescribed IQA strategy requirements. This can be gained via the 1st4sport Qualifications website, or contacting the responsible 1st4sport Qualifications Business Development Manager – Pete Allott – on [email protected]


• a current internal quality assurance strategy document uploaded into the Documents section of Athena

QCON 4.2 Internal Quality Assurance Sampling

Conditions Evidence: sampling activities The recognised centre is required to have sampling plan in support of the strategy; communicated to the external quality assurer. A sampling strategy is provided within The FA Level 1 Delivery, Assessment and Quality Assurance Approach which centres must adopt.


• sampling plans • internal quality assurance reports.

QCON 4.3 Internal Quality Assurance Interventions

Conditions Evidence: Internal Quality Assurance sampling The recognised centre is required to ensure internal quality assurance interventions across all tutor/assessors at all sites and in line with the sampling plans include:

• observation of practical coaching delivery • sampling of assessment evidence.


• internal quality assurance 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.

Important contacts

The Football Association

The Football Association Website Telephone: 0870 8500 424 Address: The Football Association, St. George’s Park, Newborough Road, Needwood, Burton upon Trent, Staffordshire DE13 9PD

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

Website: skillsactive.com Enquiries e-mail: [email protected] Telephone: 0330 004 0005

sports coach UK, the UK's technical agency for coaching

Website: sportscoachuk.org Enquiries email: via web form at sportscoachuk.org/contact Telephone: 0113 274 4802

The Chartered Institute for the Management of Sport and Physical Activity (CIMSPA)

Website: cimspa.co.uk Enquiries e-mail: [email protected] Telephone: 01509 226474

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: register.ofqual.gov.uk/Qualification?recognitionNumber=RN5216.16

The Office of the Qualifications and Examination regulator (Ofqual)

Website: gov.uk/government/organisations/ofqual

Department for Education

Website: gov.uk/government/organisations/department-for-education

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


Important contacts

The Department for Business Innovation and Skills (BIS)

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

Learning Records Service

Website: gov.uk/government/collections/learning-records-service


Appendix: Qualification Components Component 1

Component title: How we coach football

Component aim:

To provide coaches with the opportunity to create their own coaching philosophy and style, developing skills and qualities required to coach football. Coaches will learn about the different ways that players learn and how this is linked to the stages of player development, helping them create engaging and positive learning environments, supporting them to become an excellent teacher of the game.

Component level: 1 Guided Learning Hours (GLH): 14 Total Learning Time (TLT): 18

Assessment Specification

Learners are required to complete a series of assessed tasks within their learner journal and be observed delivering a 15-minute practical football coaching session. These are set by 1st4sport and assessed by their assessor.

Learning outcomes The learner will:

Assessment criteria The learner can:

Mandatory delivery content The learner will develop an understanding of:

1

understand how to coach the sport of football and the associated responsibilities of the role

1.1 use different coaching styles.

• how to use coaching interventions based around The FA’s Coach Intervention Continuum

• Theoretical and practical examples of The FA’s Decision Making in Coaching Continuum

• England DNA Coaching Fundamentals.





1.2 explain their role is to enhance the experience of players in a safe and equitable environment.

• the role of the coach • the role and responsibilities of an emerging coach • the impact of own behaviour on players and teams.. • the history of football • the role of the coach through the years • examples or positive and negative role models and the impact of their

behaviour on X, Y and Z • Guiding, Developing, Improving players • responsibilities in own context • characteristics of a good Level 1 coach/role model • what is philosophy? How can it impact on player team development and

performance • practice/game opportunities linking to Competition (and vice versa) • the basic principles of the England DNA. • examples of alternative playing styles (possession based vs direct) • how to relate style of play to the coach/manager of the team and how and

what they believe in may/will impact on that style of play. 1.3 demonstrate leadership

skills required to perform their role as a football coach, acting as a role model to players.

• leadership skills required to perform a coaching role in own context. • how to recognise and work with others to support player development • how to delegate tasks to others.





1.4 describe why it is important to be positive and enthusiastic when coaching.

• examples of positive and negative coach behaviours • the importance of positivity and enthusiasm when coaching players • links to RESPECT content • the impact of negative coach behaviour on player development and

performance • role beyond the coach • how to engage players and create learning opportunities in both practice and

competition • examples of educator delivery, learner observations to take place and answer

questions on what they saw • different age groups and how different age groups may require different

attention/approaches to engage them.

1.5 demonstrate different ways to communicate with a range of significant others

• communication styles • examples of where to source key information such as:

− sessional plans; − fixtures; − training programmes; and websites.

• introduction to observation skills. • how to provide appropriate information to significant others from a range of

sources. • different ways to communicate with a range of significant others.





1.6 explain why it is important for coaches to be able to make informed choices to support player development

• introduction to The FA’s 4 Corner Development Model. • why it is important for a coach to be able to adapt sessions based on player

needs.

1.7 deliver sessions that meet player needs

• introduction to practice construction, Introduction to STEP. • that players have different needs when planning and delivering practices.

1.8 use reflection and explain how to use it in order to review actions in an open minded way for future improvement.

• Self-evaluation tool (self-reflection tool) • how to identify own coaching competencies • ways to improve coaching practice • how to record participant and significant others’ feedback • how own coaching practice could be improved using feedback received.


Component 2

Component title: How we play football

Component aim:

To support coaches develop technical and tactical knowledge of the game, helping them link practice to competition, recognising the suitable balance of planning, doing and reviewing as part of their role within their own context. Coaches will learn about level appropriate technical detail associated with the England DNA.







1

be able to plan and deliver technically correct football coaching sessions which meet the needs of players and the game.

1.1 describe the basic principles of play linked to relevant game formats.

• England DNA Coaching Fundamentals • the basic principles of play • game-related practices that promote in-possession, out of possession and

transition fundamentals • the basic technical components of football • different game formats and their link to player development • the importance of playing the game • game formats and rules.

1.2 demonstrate how to plan, deliver and review a safe and enjoyable football coaching session

• how to plan football coaching sessions • arrival activities • the importance of warm ups and cool downs when working with players • examples and benefits of arrival activities and how they should link to practice • how to deliver a football coaching session and adapt where required • how to review and reflect.





1.3 demonstrate how to build, develop and extend a series of football coaching practices to create a coaching session.

• examples of arrival activities and how they should link to practice • how to build, develop and extend football coaching practices to create a session • how to deliver and adapt where required • how to review and reflect.

1.4 describe the link between practice, games and competition is crucial for player development.

• practical coaching content (the games). • why coaching practices, games and competition days are a combined part of

player development.


Component 3

Component title: How we support in football

Component aim:

To enable football coaches to recognise the contribution of significant others (eg parents) and members of the multi-disciplinary team (eg sports scientists), who support player development, appropriate to each stage of the player development pathway. Coaches will grasp how building relationships with those individuals and/or groups of people helps to create and sustain the appropriate support mechanisms for players throughout their development journey. The unit will help coaches make the most of resources available in order to create a positive learning environment for players.

Component level: 1 Guided Learning Hours (GLH): 5 Total Learning Time (TQT): 7






1

understand how to utilise the support mechanisms that are available to support player development

1.1 describe a range of significant others who can contribute to player development.

• the range of significant others who can contribute to player development. • how to provide information regarding a range of significant others • how the identified significant others support player development • examples of significant others in own context • examples of how working together supports player development • the importance of other’s support outside of the coaching role.





1.2 describe the fundamental characteristics of creating a positive learning environment where football is safe, fun, enjoyable and engaging.

• the characteristics of a football environment that is:

− Safe; − Fun/enjoyable; − engaging.

• Inclusion • Equity model • how to create a positive learning environment in both practice and

competition. • the typical characteristics of an equitable and diverse environment.

1.3 demonstrate how to deliver safe, fun and engaging coaching practice.

• how to create a positive coaching environment. • Inclusion • Equity model • England DNA coaching fundamentals

1.4 describe the importance of building relationships with individual players in order to meet their needs.

• Personal behaviour including: − positivity − engaging others − listening skills − praise and recognition

• the benefits of building positive relationships with players and significant others.

• the benefits of knowing and supporting the development of the whole person • Social aspect of The FA 4 Corner Model

− Family; − Relationships; − Personal situation; − Beliefs and values.

Component 4


Component title: The future football player

Component aim:

To provide coaches with the knowledge, understanding and skills required to support the development of English players who are creative, innovative and excellent decision makers, with the capability of developing to their full potential. The component will introduce and promote the concept of players taking ownership of their own learning, and consider how coaches must be able to deal with difference in order to ensure individual player needs are met, promoting learning and development in line with The FA 4 Corner Model.







1

understand how to develop players within The FA’s development model

1.1 describe the importance of player-centred coaching, aligned to The FA’s 4 Corner Development Model.

• the benefits of a player-centred coaching approach • the basics of the Long Term Player Development (LTPD) Model and The FA’s 4

Corner Development Model • how to put LTPD model and FA 4 Corner Development Model into own context • Stages of player development – characteristics and age boundaries associated

with the correct term. • The FA’s stages of player development boundaries.

1.2 describe why it is important for players to learn from their mistakes.

• ways to promote player ownership in practice and competition. • examples of coaching practice that promote player ownership/learning through

trial and error • how to question in order to intervene at the appropriate time • how the use of basic interventions can support player learning through trial and

error • the basic coaching styles and recognition of when and how to use • the difference between interventions and coaching styles • focus on coaching styles that promote player ownership.





1.3 describe how different players’ needs can be met.

• how to provide opportunities to all players to support individual development. • positive and negative behaviour may look like within a coaching practice • early specialisation • sharing opportunities to play • characteristics of good and bad behaviour • ways in which to manage behaviour.

1.4 demonstrate how to develop individuals in line with The FA’s Four Corner Development Model.

• the basics of the Long Term Player Development (LTPD) Model and The FA’s 4 Corner Development Model

• how to develop individuals in line with The FA’s Four Corner Development Model.

• how to put LTPD model and FA 4 Corner Development Model into own context • Stages of player development – age boundaries associated with the correct

term.