4834 level 3 nvq coaching football standards v3

Level 3 NVQ in Coaching (in the context of Association Football) 4834 Standards and assessment requirements

www.city-and-guilds.co.uk version0.01 October 2005

4834 Level 3 NVQ Coaching (Football)

About City & Guilds City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. The City & Guilds Group The City & Guilds Group includes ILM (the Institute of Leadership & Management) providing management qualifications, learning materials and membership services and NPTC (National Proficiency Tests Council) which offers land based qualifications. City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal Opportunities City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement ‘Access to assessment’ is available on our website or from the Customer Relations team. City & Guilds publications City & Guilds publications are available from our Publications Sales department at the address below or by phoning 020 7294 2850 or faxing 020 7294 3387. Copyright Use of the standards included in this document is subject to the conditions stipulated by SkillsActive, Sector Skills Council for Active Leisure & Learning who can be contacted at www.skillsactive.co.uk The remainder of the content of this document is, except where otherwise indicated, © The City and Guilds of London Institute 2004 and, except as indicated below, may not be copied, reproduced or distributed without its prior written consent. Accredited City & Guilds centres and candidates studying for City & Guilds qualifications may, free of charge,

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Contents

About this document .........................................................................................................4 The Sector Skills Council and the National Occupational Standards...................................5 Candidate entry and progression.......................................................................................6 Centre resource requirements...........................................................................................7 The qualification structure and standards..........................................................................8 Assessment method requirements....................................................................................9 Roles and occupational expertise requirements..............................................................12 Recording assessment and evidence...............................................................................14 Key/Core Skills mapping ...................................................................................................15 The National Occupational Standards (NOS) and unit evidence requirements.................17 Further information..........................................................................................................89


About this document

This document provides details that centres and candidates will need in order to assess, verify and collect evidence for this NVQ qualification and includes

• the requirements for occupational competence for all those involved in the assessment process

• the assessment methods and requirements • the national occupational standards and unit evidence requirements • progression routes.

It is designed to be used with the City & Guilds NVQ Guide which is made up of

• a centre guide – containing information specifically for centres • a candidate guide - containing information specifically for candidates • recording forms – containing forms that centres and candidates should use for

recording assessments and evidence. The City & Guilds website: www.city-and-guilds.co.uk, has the latest version of these guides. There are also other City & Guilds documents which contain the latest information regarding the assessment of NVQs:

• Providing City & Guilds qualifications – a guide to centre and scheme approval • Ensuring quality - containing updates on assessment and policy issues • City & Guilds centre toolkit – additional information on running City & Guilds

qualifications is given in a CD-ROM, which links to the internet for access to the latest documents, reference materials and templates.

• City & Guilds Product News available at www.city-and-guilds.co.uk Details of general regulations, registration and certification procedures, including fees, are included in the City & Guilds Directory of Awards. This information appears on the online qualification administration service for City & Guilds approved centres, the Walled Garden, at www.walled-garden.com. If there are any differences between the NVQ Centre Guide or the NVQ Candidate Guide and this Standards and Assessment Requirements (SAR) document, this document has the most up-to-date information.


The Sector Skills Council and the National Occupational Standards

Background to the National Occupational Standards (NOS) development

This qualification is based entirely on the National Occupational Standards(NOS) for Coaching (context of Association Football) at Level 3 which was developed by SkillsActive and approved by the UKCG in September 2004. What are National Occupational Standards? National Occupational Standards are statements of performance that describe what competent people in a particular occupation are required to be able to do. They describe

• the critical aspects of an occupational role • what needs to be done to get the job right • the scope of things that must be able to be covered within the job role • the knowledge needed to perform the job properly • ‘best practice’ and set a benchmark for the industry.

What are National Occupational Standards used for? The standards form the basis for all sport and recreation qualifications, including the NVQs and SVQs. They are also used for

• Job descriptions • Reviewing and appraising staff • Identifying the training needs of an individual • Designing training and development programmes • Encouraging staff to increase job skills to secure more senior work roles • Ensuring that customers are given the most professional service • Improving the professionalism of all staff to ensure a successful business with improved

staff retention • Work support tools for individuals.

Contacting the Sector Skills Council

The Sector Skills Council (SSC) are responsible for having developed the National Occupational Standards (NOS) on which this NVQ is based SkillsActive Castlewood House 77-91 New Oxford Street London WC1A 1PX 0207 632 2000 www.skillsactive.co.uk


Candidate entry and progression

Candidate work role requirements

At Level 3, instructors are expected to be able to deliver more than the basic fitness coach can. This would involve planning, reviewing and adapting programmes to suit various population types, being able to motivate, educate and direct the customer, and focussing on managing and evaluating own performance. The fitness instructor would be required to evaluate the differences in dealing with pre or post-natal, disabled, referred and elderly customers, as well as market and sell services. Candidate entry requirements

Generally, there is no prescribed recommended prior knowledge, attainment or experience needed to gain access to this qualification. It is recommended that potential candidates are initially assessed on entry, so that levels of literacy, numeracy, communication skills and sector understanding can be determined. This initial assessment should consider previous qualifications and practical experience. Candidates will be employed within the industry and as such would have been through a selection process. Attainment of NVQ level 2 in Instructing Exercise and Fitness is excellent prior preparation for this qualification. Legal considerations

This qualification is not suitable for those under the age of sixteen. Progression routes

This award has been designed carefully by Skillsactive to build on the Level 2 Instructing Exercise and Fitness standards and linked NVQs. In addition to progressing up the NVQ occupational route, the candidate’s personal aims or circumstances may suggest a move across to a vocational award, where a new vocational qualification structure at Level 3 is being devised. City and Guilds will provide a vocational Level 3 award for Summer 2006. The Register for Exercise Professionals (REPS) exists as a central feature of the professionalism of the industry that is essential to giving customers, users, the public and partners in the medical professions, the necessary level of confidence in the quality of services provided by fitness professionals. REPS provides opportunities for personal trainers to continue with professional development and a definitive route for further progression. A progression route diagram can be found in the appendix.


Centre resource requirements

In addition to the resources required for centre approval some NVQ schemes have very particular needs to which centres must comply. Time constraints

It is estimated that a Level 3 NVQ should be completed with three years of registration. Registration period

Please check the Directory of Awards for the latest information on registration duration and the last registration and certification dates. Where the period of access to assessment offered by a centre is less than the period covered by the candidates’ registration with City & Guilds, centres must ensure that this is understood by the candidates.


The qualification structure and standards

Qualification structure

This document must be used with close reference to the SPRITO (SkillsActive) Assessment Strategy for this NVQ which defines the overarching principles that must inform assessment. The NVQ

The qualification consists of five mandatory units: 501 Plan a coaching programme 502 Implement a coaching programme 503 Develop participant performance through progressive sessions 504 Establish and maintain an environment that will assist participant progression 505 Evaluate a coaching programme and continuously develop own practice To achieve the full NVQ, candidates must be successful in all five units. There are no optional units. Availability of standards

The Standards and Assessment Requirements are available to centres and/or candidates via the City & Guilds website www.cityandguilds.com or from City & Guilds Publications (0207 294 2800).


Assessment method requirements

This guidance is based on and amplifies the assessment strategy developed for the Level 3 NVQ in Instructing Physical Activity and Exercise. External quality control

External quality control is provided by the usual City & Guilds external verification process which includes the use of the electronically scannable report form which is designed to provide an objective risk analysis of individual centre assessment and verification practice. SkillsActive (the Sector Skills Council for Active Leisure and Learning) holds an Awarding Body Forum which, amongst other things, will consider standardisation and implementation issues identified via external verification process. Accreditation of Prior Experience and Learning (APEL)

Usually evidence of candidate performance will be derived from assessor observation and/or testimony from an expert witness) of the candidate carrying out work activities in the workplace. Detailed additional guidance, is provided on a unit basis for the use of this/these or other acceptable performance assessment methods. Performance evidence requirements

The qualification and standards have been designed for advanced instructors whose primary purpose is to develop and implement programmes which bring about improvements in clients’ physical fitness and general health. Previously, candidates in this area of work were assessed against the Coaching, Teaching and Instructing (CTI) NVQs. In future the NVQ in Instructing Physical Activity and Exercise must be used for this context. Exercise and fitness will no longer be an approved context for CTI. This qualification is aimed at advanced instructors who are capable of planning, delivering and evaluating physical activity programmes independently and without direct supervision. In planning the programmes, they will be drawing on a large body of knowledge and experience and will sometimes include inputs from other professionals. It is essential that the majority of the candidates’ evidence comes from working with real equipment, facilities and clients. It is very important that most evidence is generated from real work activities, not ‘skills test’ type exercises, set up purely for the sake of assessment. Appropriate assessment methods

Assessor observations, products of work (for example, session plans or notes of meetings and correspondence) and witness testimony (drawn, for example, from experienced and technically competent advanced instructors or other colleagues who are not assessors but are technical experts) are likely to be the most appropriate sources of performance evidence. Supplementary evidence, for example, questioning, projects or assignments may be used for items under ‘What you must cover’ (range) where performance evidence (real work activity) is not needed. Supplementary evidence may also be used for some items under ‘What you must do’ (performance criteria) as detailed later in the Evidence Specifications for each unit.


The items listed under ‘What you must know and understand’ can normally be assessed by oral questioning. However, candidates must also demonstrate they have the knowledge and understanding detailed in a separate document: ‘NVQ Instructing Physical Activity and Exercise Knowledge Requirements’. The detail contained in this document may lend itself to other, more formal, assessment methodologies, for example, written questions and answers, case studies, reflective accounts, projects and assignments. Assessment of the knowledge and understanding contained in ‘NVQ Instructing Physical Activity and Exercise Knowledge Requirements’ can be undertaken independently of the units of competence and once candidates have been successfully assessed in its contents, there is no need for them to be reassessed in the context of each unit. All forms of questioning must be recorded by the assessor, in written form or by other appropriate means. Evidence Requirements

All units and elements require observation by an assessor on more than one occasion. The evidence requirements below show this in more detail. Assessors and candidates are strongly encouraged to plan assessments to fit in with the candidate’s work patterns so that the number of assessment occasions on which observation takes place can be kept to a realistic minimum (please see the section below on Assessing more than one unit on each occasion for some suggestions). These observations should not be carried out on the same day. There should be sufficient time between assessments for the assessor to satisfy themselves that the candidate will be capable of achieving the same standard on a regular and consistent basis. Separating the assessment occasions by a period of at least one month is therefore recommended. In many cases, two observations will be enough. However, more than two may be needed to ensure that there is evidence for everything specified under ‘What you must do’ (performance criteria) and ‘What you must cover’ (range). Assessing more than one unit on each occasion

Many of the units within the Instructing Physical Activity and Exercise NVQ link together in a logical way and describe a sequence of activities that a typical candidate will carry out. Assessors and candidates are encouraged to make use of these links in an efficient and creative way. In many cases there should be no need to assess on a unit-by-unit basis (unless the candidate wants unit accreditation only). It would make better use of both the assessor’s and candidate’s time to consider and plan how many units could be covered on each assessment occasion. Simulation

Simulation is allowed in only one part of this qualification: Plan and instruct specific physical activities (Gym), further details are provided under the ‘Assessment Guidance and Evidence Requirements’ section of unit 303 on pages 59-60. The overarching principle to be applied to units identified as suitable for simulation is that it should only be undertaken in a minority of cases where

• there is a high risk to the security or safety of the candidate, individuals, key people in their lives and others

• the opportunity to present evidence from work-based practice happens infrequently and therefore insisting that candidates wait for such an occurrence would be unreasonable or create blockages in the assessment system and might carry the risk of de-motivating candidates

• there would otherwise be a breach of confidentiality or privacy.


Where simulation and supplementary evidence are allowed for a limited number of items under ‘What you must do’ (performance criteria) and ‘What you must cover’ (range), these are clearly detailed in the Evidence Requirements below. Where simulation is used, this should follow the requirements of the SPRITO (SkillsActive) Assessment Strategy.


Roles and occupational expertise requirements

Assessors

• It is essential that the assessor has an in-depth working knowledge of the units of the occupational standards of the NVQs to be assessed.

• For NVQ assessment, where the assessor has not yet achieved the D32/D33 or A1/A2 units, all assessment decisions must be counter-signed by a colleague who has achieved these units. This colleague must be from the same industry sector.

• It is recommended that assessors have a thorough knowledge of the implementation of accreditation of prior learning, achievement and or experience.

• It is essential that the assessor has current occupational competence from the relevant industry sector. This will have been gained through five years in industry, in either an operational or support function. The requirements of the role of assessor would be aided by supervisory skills.

• It is essential that the assessor has relevant industrial expertise at least to the level of the NVQ qualification to be assessed.

• Updating of occupational competence is necessary to maintain currency of skills and understanding of the sector. Continuous professional development will need to prove that assessors have an up-to-date working knowledge of the sector they are assessing. This can be demonstrated by maintaining a record of evidence from occupational updating activities such as:

- internal or external work experience - internal or external work shadowing opportunities - other relevant CPD activities, for example keeping abreast of all industry changes and

developments using appropriate methods. Expert witnesses

The structure of this qualification makes it unlikely that any one assessor will have the necessary vocational competence to be able to access every unit in the qualification. Therefore the use of experts, able to contribute to the candidate’s assessment process, will be of considerable assistance to centres in providing candidate’s with access to those who can testify to their competence in the work-place. It may also ensure that privacy and confidentiality are not infringed. Expert witness testimony is therefore encouraged as the prime source of candidate performance evidence having parity with assessor observation. The role of the expert witness is to provide testimony to the competence of the candidate in meeting the National Occupational Standards as identified in any given unit. This must relate directly to having observed candidate practice in the work-place. Witnesses must be fully briefed and clear about the purpose and use of the testimony. Any relationship between the witness and the candidate should be declared and noted by the assessor and the External Verifier/Awarding Body should be informed.


There are no specific occupational expertise requirements for witnesses. Witness testimony can provide evidence to establish consistency in a candidate’s practice and/or to evidence events which are difficult to plan to observe. In order that the assessor may make an informed judgement about the contribution of the witness’ testimony to the overall evidence presented for a unit or qualification, a statement of the witness’ status should be included in the candidate’s portfolio of evidence. This can be done by using the Witness Status list (form NSVQ5) or including it as part of the witness testimony itself. The statement should indicate the relationship between the candidate and the witness and should enable the assessor, by defining the role that the witness has played in the gathering of evidence (i.e. as colleague, worker from another organisation) to judge the extent of the witness’ knowledge of the National Occupational Standards and understanding of the work roles involved. Internal verifier

This is seen as the pivotal role within the NVQ programme. The effectiveness of the internal verification process will dictate the quality of the provision. • The internal verifier should have an in-depth working knowledge of the occupational standards

of the NVQs to be verified. • For internal verification of NVQs, where the internal verifier has not yet achieved the D34 or V1

units, all verification decisions must be counter-signed by a colleague who has achieved one or other of these two units. This colleague must be from the same sector or another sector of the sport and recreation industry.

• It is essential that the internal verifier is from a relevant occupational background and desirable that they have supervisory/management skills, inter-personal and investigative skills, the ability to hold meetings and guide and plan, together with skills in administration and record-keeping. This is very much a quality monitoring role with responsibility for consistency of assessment to national standards.

• Internal verifiers should have spent at least six years’ in the relevant industry sector in either an operational or support function.

• Updating of occupational competence is necessary to maintain currency of skills and understanding of the sector. Continuous professional development will need to prove that internal verifiers have an up-to-date working knowledge of the sector they are verifying. This can be demonstrated by maintaining a record of evidence from occupational updating activities such as:

- internal or external work experience - internal or external work shadowing opportunities - other relevant CPD activities, for example keeping abreast of all industry changes and

developments using appropriate methods. Continuous Professional Development requirements

City & Guilds expects all those with formal roles in the assessment or verification process to participate in a minimum of two CPD activities per annum. This can be to update either vocational skills/knowledge or assessment/verification skills/knowledge. This can be demonstrated by maintaining a record of evidence from occupational updating activities such as: • internal or external work experience • internal or external work shadowing opportunities • other relevant CPD activities, for example keeping abreast of all industry changes and

developments using appropriate methods.


Recording assessment and evidence

Recording forms to use

City & Guilds has developed a set of “Recording forms” including examples of completed forms, for new and existing centres to use as appropriate (see NVQ Guide for centres and candidates - Recording forms, available on the City & Guilds website www.city-and-guilds.co.uk). Although it is expected that new centres will use these forms, centres may devise or customise alternative forms, which must be approved for use by the external verifier, before they are used by NVQ candidates and assessors at the centre. City & Guilds also endorses the electronic recording systems ‘Quick Step’ and ‘Paper Free’. Note: The Level 3 NVQ in Instructing Physical Activity and Exercise uses different terminology to the generic recording forms. Differences in this qualification are as follows:

Performance criteria is ‘what you must do’

Range is ‘what you must cover’

Knowledge and understanding is ‘what you must know’.


Key/Core Skills mapping

Introduction This document contains two tables that show the links between the National Occupational Standards in the SkillsActive footprint and the Key and Core Skills developed by QCA and SQA respectively. SkillsActive, the licensed Sector Skills Council hopes that these tables will be of assistance to assessors and candidates who wish to integrate Key and Core Skill achievement into workplace practice and NVQ/SVQ assessment. This signposting has been completed using QCA and SQA guidance. The analysis is based on the principle that some evidence for one or more Key and/or Core Skills is likely to arise when the candidate is carrying out the functions described by the National Occupational Standards in their work role. Readers should note that these links are not necessarily automatic or prescriptive. In some cases, evidence will only apply to some aspects of the Key or Core Skill. In others, the generation of evidence for Key and Core Skills may depend on the specific processes that a candidate follows to achieve the outcomes described in the occupational standards.


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301 Collect and analyse information to plan a progressive physical activity programme

3.1a, 2.1b, 3.2, 3.3

2.1, 2.2 3.1, 3.2, 3.1, 3.2, 3.1, 3.2, 2.3

302 Plan, review and adapt a progressive physical activity programme

3.1a, 2.1b, 3.2, 3.3

2.1, 2.2, 2.3 3.1, 3.2, 3.3 4.1, 4.2, 4.3 2.1, 2.2, 2.3

303 Plan and instruct specific physical activities 3.1a, 3.1b, 3.2, 3.3

4.1, 4.2, 4.3 3.1, 2.2, 2.3

304 Provide motivation and support to clients during a progressive physical activity programme

3.1a, 3.1b, 3.2, 3.3

4.1, 4.2, 4.3 4.1, 4.2, 4.3 3.1, 3.2, 3.3

305 Apply the principles of nutrition and weight management to a progressive physical activity programme

3.1a, 2.1b, 3.2, 3.3

2.1, 2.2, 2.3 4.1, 4.2, 4.3 2.1, 2.2, 2.3

306 Manage, evaluate and improve own performance in providing physical activity

3.1a, 2.1b, 3.2, 3.3

3.3 4.1, 4.2, 4.3

4.1, 4.2, 4.3

Level 3 NVQ in Instructing Physical Activity and Exercise

The National Occupational Standards (NOS) and unit evidence requirements

Level 3 Technical Definition and Assessment Specification for the assessment context of Association Football

September 2003

Developed by The Sector Organisation for Sport, Recreation and Allied Occupations SPRITO with the support of:

The Football Association The Scottish Football Association The Football Association of Wales

The Irish Football Association


Introduction

Level 3 Technical Definition and Assessment Specification for the assessment context of Association Football incorporating the National Occupational Standards: This document is based on the Level 3 National Occupational Standards for Coaching, Teaching, Instructing (approved by QCA August 2003) which have been modified to include the technical requirements of the assessment context of Association Football. This document has been produced to guide awarding bodies, approved centres and external verifiers in the development of materials for, and delivery and assessment of, a Level 3 National/Scottish Vocational Qualification (N/SVQ) in Coaching Teaching and Instructing in the context of Association Football. Previously this information has been contained in a number of documents, the Level 3 National Occupational Standards for Coaching Teaching and Instructing, the Level 3 Technical Definition and Assessment Specification for Association Football, the sector’s Assessment Strategy and the Common Evidence Requirements for these standards. By combining the documents it is hoped that awarding bodies and approved centres will be able to clearly see where the technical requirements of the sport align to the appropriate units and elements of the Level 3 National Occupational Standards for Coaching Teaching and Instructing. This document should be read in conjunction with the Sport, Recreation and Allied Occupations Assessment Strategy for NVQs and SVQs – selections from the Strategy are included in this document where they are considered to be impacted on by specifics of the assessment of the qualification in the context of Association Football. Where an aspect of the Assessment Strategy has been included it has been identified as such. The language used in both knowledge statements and unit summaries to the original standards has been adapted to reflect the sport; where possible the term participant or athlete has been replaced by player and the term football inserted if considered appropriate. This has not impacted on the What you must do sections/actual content of the elements. The expansion of the standards, via the “what you must cover” sections, reflects the technical needs of Association Football and is identified in italics. This document will be referred to as the Level 3 Technical Definition and Assessment Specification for the assessment context of Association Football incorporating the National Occupational Standards. Copies of the Level 3 National Occupational Standards for Coaching Teaching and Instructing are available from SPRITO, the Sector Organisation for Sport, Recreation and Allied Occupations SPRITO, 24 Stephenson Way, London NW1 2HD Tel:0207 388 7755 www.sprito-els.org.uk [email protected] The Football Association has developed the football specific technical content of this standard in collaboration with: The Scottish Football Association The Football Association of Wales The Irish Football Association it is applicable in all four home nations and was agreed by The Sport, Recreation and Allied Occupations Awarding Bodies Forum on XXXX 2003.


Fundamental Principles This document supports the Sport, Recreation and Allied Occupations Assessment Strategy for NVQs and SVQs which promotes the following fundamental principles:

§ National Occupational Standards establish the benchmark of competent performance in the sector;

§ S/NVQs should be assessed over a period of time in the workplace; § assessment of an individual’s competence should be rigorous, efficient and cost effective

using approaches that have the support of employers, the awarding bodies and other interest groups

§ S/NVQs, because they are rooted in these standards, must therefore be seen as different from traditional qualifications in their application in the industry;

§ competence in the workplace is unique and has to be seen as different from training. Simulation The Sport, Recreation and Allied Occupations Assessment Strategy for NVQs and SVQs states that: simulation should only be used where it is difficult to collect evidence through a real work situation, the real work environment or within an acceptable time frame. Simulations will usually deal with contingencies such as unexpected problems, emergencies, or other incidents which will not necessarily occur frequently. Such instances are specified within the National Occupational Standards. The awarding bodies must issue adequate guidance to their centres as to how these simulations should be planned and organised. In general this guidance must ensure that the demands on the candidate during simulation are neither more nor less than they would be in a real work environment/situation. In particular:

• all simulations must be planned, developed and documented by the centre in a way that ensures the simulation correctly reflects what the standard seeks to assess and be approved by the external verifier.

• all simulations should follow these documented plans • the physical environment for the simulation must be as realistic as possible and draw on

real resources that would be used in the industry • where simulations are used they must be based in a realistic work environment and must

be based on current working practice • the use of simulation will be monitored by the external verifier to ensure that where

simulations are used, they are based in a realistic work environment. In the context of Association Football a realistic coaching workplace environment is considered to be the coach:

• operating in an appropriate and safe environment which meets the facility/equipment criteria for approved assessment centres in the Appendices to this document

• coaching an appropriate group of players for the session being coached. Players should be of the appropriate age and ability for the session being delivered ie: experienced adult players should not be taking the role of experienced or inexperienced 10 year olds.


Common Evidence Requirements and Assessment Guidance for the Level 3 Coaching Teaching and Instructing National Occupational Standards

This section must be used with close reference to the SPRITO Assessment Strategy for this NVQ/SVQ. General Assessment Principles Where should the evidence come from? This qualification is for coaches, teachers and instructors who plan, conduct and review coaching programmes to address short and medium term goals (normally on an annual or seasonal basis). They will normally be working without direct supervision. The qualification and standards have been designed for coaches whose primary purpose is to bring about consistent improvements in the players’ performance over that period of time. Please note: the CTI level 3 NVQ/SVQ and standards are no longer suitable for Exercise and Fitness teachers and instructors. A new NVQ/SVQ and set of standards have been developed specifically to meet their needs. All the units in the Coaching, Teaching and Instructing NVQ/SVQ must be assessed in the context of a recognised sport or activity. This means the standards must be used in parallel with a Technical Definition developed by a competent national source – usually the national governing body (bodies) for the sport/activity in the UK. Whatever context the candidate is working in, it is essential that their evidence comes from working with real equipment, facilities and players. It is very important that evidence is generated from real work activities, not ‘skills test’ type exercises, set up purely for the sake of assessment. What are the most appropriate assessment methods? Given the nature of the award, assessor observations, products of work (for example, session plans or notes of meetings and correspondence) and witness testimony (this is likely to be drawn from Senior Coaches or other coaching colleagues who are not assessors but are technical experts) are likely to be the most appropriate sources of performance evidence. Supplementary evidence, for example, questioning, projects or assignments may be used for items under ‘What you must cover’ (range) where performance evidence (real work activity) is not needed. Supplementary evidence may also be used for some items under ‘What you must do’ (performance criteria) as detailed later in the Evidence Specifications for each unit. Questioning to gather supplementary evidence can normally be carried out orally. However, oral questioning must be recorded by the assessor, in written form or by other appropriate means. The items listed under ‘What you must know and understand’ must be assessed thoroughly by reference to Annex A of this document, ‘Knowledge and Understanding Specification for Level 3 Coaching’. The detail contained in this annex may lend itself to other, more formal, assessment methodologies, for example, written questions and answers, case studies, reflective accounts, projects and assignments. Where simulation is used, this should follow the requirements of the Assessment Strategy for this NVQ/SVQ and any criteria defined by the Technical Definition for the context in which the candidate is being assessed.


How much evidence is necessary? Most of the units require observation by an assessor on more than one occasion. The evidence requirements below show this in more detail. Assessors and candidates are strongly encouraged to plan assessments to fit in with the candidate’s work patterns so that the number of assessment occasions on which observation takes place can be kept to a realistic minimum (please see the section below on Assessing more than one unit on each occasion for some suggestions). These observations should not be carried out on the same day. There should be sufficient time between assessments for the assessor to satisfy himself or herself that the candidate will be capable of achieving the same standard on a regular and consistent basis. Separating the assessment occasions by a period of at least one month is recommended. In many cases, two observations will be enough. However, more than two may be needed to ensure that there is evidence for everything specified under ‘What you must do’ (performance criteria) and ‘What you must cover’ (range) particularly to cover the range of the context, as defined by the Technical Definition. It is important to note that the items listed under ‘What you must know and understand’ and their amplification in Annex A ‘Knowledge and Understanding Specification for Level 3 Coaching’ covers the whole N/SVQ. Therefore, once the candidate has shown that they have the specified knowledge and understanding, they should not be reassessed. Assessing more than one unit on each occasion. Many of the units within the Coaching, Teaching and Instructing NVQ/SVQ link together in a logical way, and assessors and candidates are encouraged to make use of these links in an efficient and creative way. In many cases there should be no need to assess on a unit-by-unit basis (unless the candidate wants unit accreditation only). It would make better use of both the assessor’s and candidate’s time to consider and plan how many units could be covered on each assessment occasion. For example, the candidate may be involved in planning and delivering a gymnastics programme. This will involve planning and preparing the programme (B28), co-ordinating the programme (D418), directly coaching the participants (D419), maintaining an effective coaching environment throughout the programme (D420), and evaluating the programme (D421). Prior discussion between the candidate and assessor, will make this coaching process a very rich assessment opportunity. At the beginning of the assessment, the assessor could ask to see evidence of the candidate’s planning and preparation. This will provide evidence for most of B28. The assessor can then observe them initiating the programme with the players and other staff (first element of D418). The same assessment occasion may provide evidence for D419 and D420 which could be enhanced by further observations at a later stage in the programme which could also provide an opportunity for the assessor and candidate to look at evidence as to how the candidate has evaluated the players progress and amended the programme to take account of this (second two elements of D418). A final assessment occasion could be used to discuss the candidate’s final evaluation of their programme, identify the lessons they have learnt for future practice and look at what the coach has done regarding their continuing professional development (unit D421). In this way much of the performance evidence for all five units can be gathered. Careful planning and negotiation can make this possible and considerably reduce the number of assessment occasions needed.


Key Assumptions which underpin the coaching process

The following key assumptions underpin the coaching process and will help coaching to have its intended impact on the players: 1. The player must be at the centre of the process; when coaching, the coach should

support, co-ordinate and manage the process effectively always starting with the identification and recognition of the player’s needs and should aim to address those needs via their coaching.

2. Coaches should aim to empower players, supporting their right to make choices, discover their own solutions, and enable them to participate and develop at their own pace and in their own way within the confines of the environment.

3. Coaches should provide opportunities and an environment that motivates, controls risk, engenders challenge, enjoyment and above all achievement.

4. Coaches should aim to grow player’s confidence and self esteem. 5. Coaches should reflect on their own practice and always look for ways to improve their

coaching ability. These key assumptions are listed here once to save duplication and repetition; they are referred to throughout the coaching standards and all coaches should study them and ensure they are incorporated into their practice.


Unit B28 Plan a coaching programme Introduction

Summary Thorough planning and preparation are essential to a successful coaching programme. It is important to analyse players’ past, and current participation and performance, identify the players’ stage of development and negotiate appropriate goals and activities. You must plan these in a logical and progressive manner that will assist the players’ development at all stages of the programme and assess and control risks to the player and others that may occur during the programme. The player must be at the centre of this process. This unit is about planning a fixed term programme of coaching sessions to address short and medium term goals.

It is vital that coaches identify and plan for:

• the player’s current performance and potential • their needs – including special/medical needs • specific goals the players should strive to achieve • coaching activities that will help them achieve these goals • available equipment and facilities • health and safety hazards and risks • how to evaluate the player’s performance and progress. Coaches must also take account of guidelines from national governing bodies and their own prior experience when planning and preparing programmes. This unit is supported by the Key Assumptions which underpin the coaching process, to be found on page 5, they underpin competent coaching. You must study these and make sure you put them into practice. The unit is divided into two parts. The first part describes the six things you have to do. These are: B28.1 Analyse and evaluate current performance and potential B28.2 Design and agree the aims of the coaching programme B28.3 Select and plan activities that will achieve the programme’s aims B28.4 Identify and obtain the necessary resources B28.5 Assess and plan how to minimise likely risks during the coaching

programme B28.6 Plan how to evaluate participant performance and progress during the

programme The second explains what some of the words used in this unit mean. This unit is also underpinned by the Common Knowledge and Understanding Sports Science and Pedagogy Knowledge Specification at the end of this document.

Target Group This unit is for coaches, teachers and instructors who plan, conduct and review coaching programmes to address short and medium term goals. They will normally be working without direct supervision.

Linked Units This unit links closely with units D418, D419, D420 and D421.


Place in the NVQ/SVQ Framework This unit is a core unit in the Level 3 Coaching, Teaching and Instructing NVQ/SVQ.

Links to Key and Core Skills

This unit will provide some evidence for the following QCA Key Skills:

and the following SQA Core Skills:

Communication 3.1a, 3,1b, 3.2, 3.3 Communication Intermediate 2

Application of number 2.1, 2.2 Numeracy Intermediate 1

Working with others 4.1, 4.2, 4.3 Working with others Higher

Problem solving 4.1, 4.2, 4.3 Problem solving Higher

Information technology 2.1, 2.2, 2.3 Using information Intermediate 1


Common Evidence Requirements and Evidence Guidance for B28 Plan a coaching programme

Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in a real coaching, teaching or instructing context (with the possible exception of some of the items listed under ‘Use of Supplementary Evidence’ below). This evidence must be gathered by the assessor looking at products of the candidate’s work, produced for a fixed term programme. There should be sufficient products of work to ensure that the candidate has met all the requirements listed. Products of work for this unit are likely to be: § performance analyses of the players prior to the programme, § the aims and objectives of the programme, § detailed sessional plans that are consistent with the aims and objectives, § documentary evidence supporting the planning and acquisition of equipment and facilities, § risk assessments and health and safety plans, § plans for assessing player progress during the programme. In particular, evidence should show that the candidate has understood and applied the values and assumptions that underpin the coaching process. There must also be evidence that the candidate’s work for this unit has met the requirements listed under ‘What you must cover’ including the expansion of this section which constitutes the Technical Definition for sporting context being assessed. This stipulates or suggests a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through supplementary evidence (see below). All products of work must be for actual groups of players. There should also be evidence to show that all the plans have been delivered and evaluated. Simulation Simulation is not allowed for any part of this unit. Use of Supplementary Evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. In addition, supplementary evidence may be used for B28.2.7, B28.4.5 and B28.5.5 only, if no naturally occurring evidence is available. Knowledge and Understanding There must be evidence that the candidate possesses all of the knowledge and understanding shown in the Annex A ‘Knowledge and Understanding Specification for Level 3 Coaching’. Acceptable techniques include oral questioning, written questions and answers, case studies, reflective accounts, projects and assignments. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘How to communicate information to the player in a user-friendly manner in a language appropriate to the player’). If there is observed evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


B28.1 Analyse and evaluate current performance and potential The National Standard

What you must do

To meet the national standard, you must: 1 collect accurate information relevant to the participants using approved methods 2 record the information in a format that will assist your analysis 3 analyse the information and identify participants’ needs and key performance factors 4 identify barriers to the participants achieving their potential 5 prioritise performance factors in a way that will optimise improvement 6 share your analysis and evaluation with the participants and others 7 enable constructive feedback that meets the needs of the participants and take account of

their feedback 8 treat confidential information appropriately

What you must cover

You must show that you have collected and checked all of the following types of: a information 1 previous phases of the programme 2 level of development 3 lifestyle 4 medical 5 participant goals relating to three of the following types of: b participant 1 individuals including both adults and children who are either boys or girls and women or

men 2 groups including two from adults (16+), children 13–14 and 15 – 16 year olds. 3 mixed ability 4 people with particular needs, including one of: hearing impairment; visual impairment;

learning disability; physical disability using three of the following types of: c methods 1 interview 2 initial assessment 3 observation 4 participant profile 5 considering the views of others sharing your analysis with two of the following types of: d others 1 parents/guardians 2 other coaches 3 support personnel including one of: sports therapist, psychologist and nutritionist, However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.


B28.2 Design and agree the aims of the coaching programme The National Standard What you must do

To meet the national standard, you must: 1. make sure that the aims reflect your analysis of the participants’ level of development,

performance and goals 2. make sure the aims balance the needs of individual participants and the group as a whole 3. make sure the aims are consistent with accepted good practice 4. make sure the aims are consistent with your own level of competence 5. negotiate and agree the aims with the participants and others in a way that is fair and

ethical and takes account of their needs 6. make sure that others are aware of the aims and the implications for them 7. refer participants to specialist support if the aims cannot meet their needs 8. record the agreed aims in a format that is clear and understandable to those involved

What you must cover

You must show that you have designed and agreed aims for three of the following types of: a participant 1 individuals including both adults and children who are either boys or girls and women or

men 2 groups including two from adults (16+), children 13–14 and 15 – 16 year olds. 3 mixed ability 4 people with particular needs including one of: hearing impairment; visual impairment;

learning disability; physical disability according to four of the following: b aims 1 improve physical ability 2 improve mental ability 3 improve skills and techniques as defined by the Level 3 Technical Syllabus 4 improve tactics 5 improve lifestyle 6 provide fun and enjoyment and agreed the aims with two of the following types of: c others 1 parents/guardians 2 other coaches 3 support personnel including one of: sports therapist, psychologist and nutritionist, However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.

B28.3 Select and plan activities that will achieve the programme’s aims The National Standard What you must do

To meet the national standard, you must 1 identify relevant sources of information and materials that can help you to plan activities 2 research and identify activities that are consistent with your evaluation of performance

factors, levels of development and the agreed aims 3 decide the appropriate mix of delivery styles and coaching styles to suit the needs of the

participants, task and environment 4 identify the focus and priority of each activity according to the participants’ needs 5 identify and minimise the possibility of one activity interfering with another 6 make sure these activities are consistent with agreed good practice in the sport 7 plan sessions that progressively link your activities to help participants achieve agreed

aims 8 plan realistic timings, sequences, intensity and duration for each session 9 explore possible scenarios and develop contingency plans to address these 10 record your plans in a format that will help you and others to implement the programme 11 share your planned activities with the participants and others and take account of their

feedback

What you must cover

You must show that you have selected and prepared activities to address four of the following: a aims 1 improve physical ability 2 improve mental ability 3 improve skills and techniques as defined by the Level 3 Technical Syllabus 4 improve tactics 5 improve lifestyle 6 provide fun and enjoyment for three of the following: b participants 1 individuals including both adults and children who are either boys or girls and women or


learning disability; physical disability deciding an appropriate mix of three of the following: c delivery styles 1 one-to-one 2 group 3 peer group 4 discovery learning

and sharing your planned activities with two of the following: d others 1 parents/guardians 2 other coaches 3 support personnel including one of: sports therapist, psychologist and nutritionist, However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.

B28.3 Select and plan activities that will achieve the programme’s aims

B28.4 Identify and obtain the necessary resources

The National Standard What you must do

To meet the national standard, you must: 1 identify the resources necessary to implement the planned programme 2 negotiate and agree the availability of resources 3 ensure the resources meet the needs of the participants 4 ensure the resources are in line with accepted good practice in the sport 5 ensure the resources are within the programme’s budget 6 document the planned resources for each planned session

What you must cover

You must show that you have identified and planned four of the following: a resources: 1 facilities including changing rooms, training areas, indoor ‘teaching’ areas and pitch 2 coaching staff 3 support staff including one of: sports therapist, psychologist and nutritionist, 4 equipment including; goalposts; appropriate sized footballs; cones/training markers;

training bibs; first aid kit 5 materials 6 finance for three of the following types of: b participants 1 individuals including both adults and children who are either boys or girls and women or


learning disability; physical disability However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.

B28.5 Assess and plan how to minimise likely risks during the coaching programme The National Standard What you must do

To meet the national standard, you must: 1 identify and take account of existing risk assessments for:

• the activities you are planning • the resources you will be using

2 check your plans and the environments in which the programme will take place 3 check the implications of any participant special needs or medical conditions that may

endanger themselves or others 4 identify the likely hazards involved in the programme and assess the risks of these hazards

causing harm 5 get advice from a competent person if there are hazards or risks you are not competent to

assess yourself 6 plan how to minimise these risks to a level acceptable to national guidelines 7 make sure you have information about the normal operating and emergency procedures for

the environments where the programme will take place

What you must cover

You must show that you have identified and assessed six of the following: a hazards, relating to: 1 activities in your programme 2 other activities happening at the same time 3 equipment including: goalposts; coaching and training aids 4 the environments in which the programme will take place including: pitch surface; litter;

indoor facilities 5 staff involved 6 participant behaviour 7 involvement of children 8 participant particular needs including: hearing impairment; visual impairment; learning

disability; physical disability. and medical conditions including: diabetes, epilepsy, haemophilia, heart condition, breathing difficulties./asthma.

However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.

B28.6 Plan how to evaluate participant performance and progress during the programme The National Standard What you must do

To meet the national standard, you must: 1 develop and agree methods of evaluating performance that are safe, valid and reliable 2 ensure the evaluation methods are consistent with the available finances and other

resources 3 plan a schedule for the evaluation 4 identify how others will support the evaluation plan 5 identify information that should be treated confidentially 6 identify how to resolve any disputes that may arise during the evaluation 7 ensure that the outcomes of evaluation will be used for performance development 8 communicate your plans for evaluation to the participants and others and take account

of their feedback

What you must cover

You must show that you have identified the roles of two of the following: a others: 1 parents/guardians 2 other coaches 3 support personnel including one of: sports therapist, psychologist and nutritionist, and communicated with three of the following: b participants: 1 individuals including both adults and children who are either boys or girls and women or



Association Football – Level 3 Technical Syllabus Candidates are required to demonstrate the coaching of the following during their achievement of the qualification. They may be demonstrated through a variety of forms including:

a Functional Practices b Small-Sided Games (8v8) c Phases of Play

Practical Theme Topics

Principles of Attacking

• Movement to create and exploit space • Forward passes to the feet or space • Switching play • Running with the ball • Support play

Principles in Defending

• When to Press the Ball or Drop Off • Cover and balance • Compactness • Tracking Runners • Roles and responsibilities in different areas of the field

Attacking from Crosses

• Crossing • Attacking areas • Finishing

Shooting

• Long range shooting • Close range shooting

Play in the Attacking Third

• Passing, dribbling and turning to finish • One touch play

Goalkeeping

• Revision of shot-stopping and narrowing the angle • Dealing with crosses • Communication and support

Wide/Flank Play

• Movement to create and exploit space • Receiving • Responsibilities of a wide player

Association Football – Level 3 Technical Syllabus Candidates are required to demonstrate the coaching of the following during their achievement of the qualification. They may be demonstrated through a variety of forms including:

a Functional Practices b Small-Sided Games (8v8) c Phases of Play

Practical Theme Topics

Counter Attacking

• Counter attacking from deep positions • Interplay and quick passing • Quick movement and positive play

Central Attacking Play

• Development of play from the defending third • Creating and exploiting space • Movement and receiving • Combination play to finish

What We Mean by Some of the Words Used in this unit

Accepted good practice as defined in the technical definition for the sport or activity

Activities activities that cover the development of, for example, strength and endurance, techniques, skills, and strategies for problem solving

Aims what the players should be working towards during the programme

Coaching style the way in which you will lead the players through the activities; for example, you could carefully direct them at every stage, or you could support them in undertaking the activities, encouraging them to analyse and solve problems for themselves

Competent person someone who has greater knowledge and skill in the area of health and safety than yourself

Confidential information information that should only be passed on to authorised people; this information could include player medical conditions, personal circumstances etc.

Environment the place where the session will take place; this could be inside or outside depending on the nature of the sport/activity and the session

Evaluations/action plans evaluations of similar sessions and lessons learned from these, done either by yourself or another coach


Fair and ethical putting the interests of the player first and not exerting undue pressure to get the player to agree to a particular course of action

Hazard something that may cause harm: for example, an activity that could lead to an injury, the layout of equipment, an area not secure for children etc.

Risk the likelihood of a hazard actually causing harm

Minimising risk taking action to reduce the risk of a hazard actually causing harm – for example warning players about dangers and ensuring they are properly prepared, making sure there is adequate space between players and equipment, making sure that children are carefully supervised at all times

Players the people the candidate is coaching during the programme

Performance factors factors, such as physical ability, mental ability, skills and techniques which have a significant impact on the player’s current level of performance.

Plan a written description of how the programme will be organised

Possible scenarios things that may happen, for example the players may not progress as quickly as you have planned

Programme a plan for the development of players, developed by the candidate, which addresses short and medium term goals – for example annual or seasonal

Timing and sequencing when certain activities should take place in the session and the order in which the players should carry them out

Your own level of competence what you are capable of coaching safely and in a way that meets the players’ needs

Unit D418 Implement a coaching programme Introduction

Summary Once a coaching programme has been planned and prepared, those plans need to be put into place in a way that is flexible and responsive to the players’ needs. The player/player must be at the centre of this process. This unit is about delivering a fixed term programme to address short and medium term goals.

The programme reflects the needs of the player in the competitive or recreation environment and incorporates the specialist support and knowledge necessary to develop the players to their full potential

It is vital that coaches:

• communicate information about the programme to players and other staff • ensure the required resources are available and in-line with good practice • lead the players and other staff in an effective and appropriate manner • work with the players to evaluate their progress • monitor and refine the programme as it develops, using contingency plans where

appropriate • manage change effectively within the programme Coaches must also take account of guidelines from national governing bodies and their own prior experience when delivering programmes. This unit is supported by the Key Assumptions which underpin the coaching process, to be found on page 5, they underpin competent coaching. You must study these and make sure you put them into practice The unit is divided into three parts. The first part describes the three things you have to do. These are: D418.1 Initiate the coaching programme D418.2 Evaluate and review progress with the participants at agreed points in

the programme D418.3 Review and refine the programme The second part covers the knowledge and understanding you must have. The final part explains what some of the words used in this unit mean. This unit is also underpinned by the Common Knowledge and Understanding Sports Science and Pedagogy Knowledge Specification at the end of this document.


Linked Units This unit links closely with units B28, D419, D420 and D421.

Place in the NVQ/SVQ Framework This unit is a core unit in the level 3 Coaching, Teaching and Instructing NVQ/SVQ.

Links to Key and Core Skills







Improving own learning 3.1, 3.2, 3.3

Common Evidence Requirements and Evidence Guidance for D418 Implement a coaching programme


There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in a real coaching, teaching or instructing context (with the possible exceptions of those items listed under ‘Use of Supplementary Evidence’ below). This evidence must be gathered by the assessor observing the candidate on more than one occasion and examining products of their work (for example, records of coaching sessions conducted by the candidate or others, notes of meetings with other coaches, support staff and players, ongoing performance assessments of the players). There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’ including the expansion of this section which constitutes the Technical Definition for sporting context being assessed. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through supplementary evidence (see below).

Simulation Simulation is not allowed for any part of this unit. Use of Supplementary Evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. In addition, supplementary evidence may be used for D418.3.2 and D418.3.8 only, if no naturally occurring evidence is available. Knowledge and Understanding There must be evidence that the candidate possesses all of the knowledge and understanding shown in the Annex A ‘Knowledge and Understanding Specification for Level 3 Coaching’. Acceptable techniques include oral questioning, written questions and answers, case studies, reflective accounts, projects and assignments. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘How to communicate information to the player in a user-friendly manner in a language appropriate to the player’). If there is observed evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.

D418.1 Initiate the coaching programme


To meet the national standard, you must: 1 ensure participants and others have all the information they need about the

programme 2 ensure that the participants have access to the resources they need 3 co-ordinate the allocation of resources so that you make best use of what is available 4 brief others as to their responsibilities and contributions to the programme and any

limitations on these 5 ensure others understand and apply codes of practice when working with the

participants 6 select and apply a style of leadership that is appropriate to the participants, others

and the demands of the programme 7 ensure that the programme can be modified to suit the changing environment and the

participants needs

What you must cover

You must show that you have implemented coaching programmes with two of the following: a participants 1 individuals including both adults and children who are either boys or girls and women

or men 2 groups including two from adults (16+), children 13–14 and 15 – 16 year olds. 3 mixed ability 4 people with particular needs including one of: hearing impairment; visual impairment;

learning disability; physical disability and two of the following b others 1 other coaches 2 parents/guardians 3 support personnel including one of: sports therapist, psychologist and nutritionist, and allocated three of the following: c resources 1 facilities including changing rooms, training areas, indoor ‘teaching’ areas and pitch 2 equipment including: goalposts; appropriate sized footballs; cones/training markers;

training bibs; first aid kit 3 materials 4 staff 5 finance


D418.2 Evaluate and review progress with the participants at agreed points in the programme The National Standard What you must do

To meet the national standard, you must: 1. explain to the participants what the evaluation is for and how it fits into the coaching

programme 2. evaluate participant performance using safe and reliable methods relevant to the

programme’s aims 3. collect and compile accurate information relevant to evaluating the participants’

progress 4. encourage the participants to express their views on their progress 5. base your review of participants’ performance progress on their views, your

information and any external factors 6. use agreed evaluation guidelines 7. give positive and timely feedback during the review 8. evaluate the participants’ progress in a fair and equitable manner 9. identify and agree any changes to the programme as a result of the review 10. record and pass on details of the review to others

What you must cover

You must show that you have compiled three of the following types of: a information 1 recorded by yourself including match and player analysis data 2 recorded by other coaches including match and player analysis data 3 recorded by support staff 4 recorded by participants relating to four of the following: b aims 1 improve physical ability 2 improve mental ability 3 improve skills and techniques as defined by the Level 3 Technical Syllabus 4 improve tactics 5 improve lifestyle 6 provide fun and enjoyment for two of the following: c participants 1 individuals including both adults and children who are either boys or girls and women


learning disability; physical disability

D418.2 Evaluate and review progress with the participants at agreed points in the programme and communicated with two of the following d others 1 other coaches 2 parents/guardians 3 support personnel including one of: sports therapist, psychologist and nutritionist, However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.

D418.3 Review and refine the programme The National Standard What you must do

To meet the national standard, you must: 1 identify goals and components of the programme that need to be refined 2 where appropriate, make use of existing contingency plans 3 identify and agree refinements to goals and programmes with participants and others 4 identify the resource implications of your refinements and provide for these 5 introduce the refinements in a way that is appropriate to the participants and their

needs and the others involved 6 communicate changes to the participants and others 7 amend your plans for the programme to take account of the refinements 8 monitor the effectiveness of your refinements and amend these as necessary

What you must cover

You must show that you have agreed refinements with two of the following: a participants 1 individuals including both adults and children who are either boys or girls and women


learning disability; physical disability and two of the following b others 1 other coaches 2 parents/guardians 3 support personnel including one of: sports therapist, psychologist and nutritionist, and identified and provided for the implications for four of the following: c resources: 1 facilities including changing rooms, training areas, indoor ‘teaching’ areas and pitch 2 coaching staff 3 support staff including one of: sports therapist, psychologist and nutritionist, 4 equipment including: goalposts; appropriate sized footballs; cones/training markers;

training bibs; first aid kit 5 materials 6 finance



Aims what the participants should be working towards during the programme

Codes of practice in addition to the values statement for coaching, teaching and instructing, the sport or activity may have specific guidelines on conduct defined by the sport or activity being coached; this will be found in the technical definition

Contingency plans plans you made to address certain scenarios, for example the players not progressing as well as you had planned, unavailability of equipment or personnel

Environment the place where the programme will take place; this could be inside or outside depending on the nature of the sport/activity and the programme

Evaluation the process of assessing player performance and progress


Plan a written description of how the programme will be organised


Style of leadership for example autocratic (telling the players and other staff what to do), consultative (outlining your plans to the players and other staff and inviting their comment), democratic (allowing the players and other staff to collectively decide what to do)

Unit D419 Develop participant performance through progressive sessions Introduction

Summary

Coaching at this level about providing a safe and ethical environment where a player is able to maximize their potential within a planned programme. The player/player comes to the coach because they want to improve their performance in the sport/activity. At this level, the coach's role is to use their expertise to assist this process by planning and implementing a series of sessions that support the achievement of short term objectives and contribute to achieving the design aims of the overall programme. These sessions must take account of the players' stage of development as well as being relevant to the phase of the overall programme. It is important that coaches ensure the player is at the centre of the process and that each individual session is implemented in the context of the whole programme. This unit is supported by the Key Assumptions which underpin the coaching process, to be found on page 5, they underpin competent coaching. You must study these and make sure you put them into practice. The unit is divided into two parts. The first part describes the four things you have to do. These are: D419.1 Start the coaching session D419.2 Introduce and initiate planned activities D419.3 Enable participants to improve their performance D419.4 Conclude the coaching session The second part explains what some of the words used in the unit mean. This unit is also underpinned by the Common Knowledge and Understanding Sports Science and Pedagogy Knowledge Specification at the end of this document. Target Group

This unit is for coaches, teachers and instructors who plan, conduct and review coaching programmes to address short and medium term goals.

Linked Units

This unit links closely with units B28, D418, D420 and D421. Place in the NVQ/SVQ Framework

This unit is a core unit in the level 3 Coaching, Teaching and Instructing NVQ/SVQ.

Unit D419 Develop participant performance through progressive sessions

Unit D419 Develop participant performance through progressive sessions Links to Key and core Skills This unit will provide some evidence for the following QCA Key Skills:




Working with others 4.1, 4.2 Working with others Higher

Problem solving 3.1, 3.2, 3.3 Problem solving Intermediate 2

Information technology 2.1 Using information Intermediate 1

Common Evidence Requirements and Evidence Guidance for D419 Develop participant performance through progressive sessions


There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in a coaching, teaching or instructing context (with the possible exception of items listed under ‘Use of Supplementary Evidence’ below). This evidence must be gathered by the assessor observing the candidate for more than one session. There should be sufficient session observations to ensure that the candidate has met all the requirements. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’ including the expansion of this section which constitutes the Technical Definition for sporting context being assessed. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation Simulation is not allowed for any part of this unit. Use of Supplementary Evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. In addition supplementary evidence may be used for D419.1.8 and D419.3.5 only, if no naturally occurring evidence is available. Knowledge and Understanding There must be evidence that the candidate possesses all of the knowledge and understanding shown in the Annex A ‘Knowledge and Understanding Specification for Level 3 Coaching’. Acceptable techniques include oral questioning, written questions and answers, case studies, reflective accounts, projects and assignments. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘How to communicate information to the player in a user-friendly manner in a language appropriate to the player’). If there is observed evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


D419.1Start the coaching session


To meet the national standard, you must: 1 meet the participants punctually and make them feel welcome and at ease 2 record attendance at the session 3 explain and agree the goals that you want participants to achieve and how these

contribute to the overall programme 4 check the participants' physical and mental readiness to participate effectively and

safely 5 make sure participants have the correct equipment and clothing 6 deliver warm-up activities appropriate to the session and the participants 7 make sure the participants understand the value and purpose of warm up 8 confirm and revise your plans for the session, if necessary

What you must cover

You must show that you have welcomed and prepared two of the following: a participants 1 individuals including both adults and children who are either boys or girls and women or



D419.2 Introduce and initiate planned activities


To meet the national standard, you must: 1 provide the participants with clear information about the activities you have planned

and how these activities support the programme 2 allocate activities to the participants in a way that is appropriate to them and is likely

to maximise individual learning 3 make sure that explanations and demonstrations are technically correct and

appropriate to the participants' needs and goals 4 select and use methods of motivating the participants that are appropriate to them

and in line with accepted good practice 5 check the participants' understanding of instructions and give them the opportunity

to ask questions 6 make sure all participants have the opportunity to take part in the planned activities

What you must cover

You must show that you have given instructions, explanations and demonstrations appropriate to four of the following: a goals 1 improve physical ability 2 improve mental ability 3 improve skills and techniques as defined by the Level 3 Technical Syllabus 4 improve tactics 5 improve lifestyle 6 provide fun and enjoyment and worked with two of the following: b participants 1 individuals including both adults and children who are either boys or girls and women




D419.3 Enable participants’ to improve their performance The National Standard What you must do

To meet the national standard, you must: 1 observe and analyse the participants’ performance, as appropriate to their needs and

goals 2 identify, prioritise and agree specific areas for improvement with the participants 3 intervene at appropriate points with coaching techniques that assist the participants

to address areas for improvement 4 use a mix of delivery styles to appropriate to the participants and the programme

aims 5 identify when participants need specialist support and recommend they receive this

specialist support 6 enable feedback which is timely, clear and helps the participants achieve their set

goals 7 adapt your plans to respond to the changing needs of the participants or new learning

opportunities during the session 8 encourage and enable the participants to reflect on what they have learned and apply

this to their performance 9 encourage and support the participants to take responsibility for their own

development

What you must cover

You must show that you have enabled performance improvements for two of the following: a participants 1 individuals including both adults and children who are either boys or girls and women


learning disability; physical disability according to four of the following: b goals 1 improve physical ability 2 improve mental ability 3 improve skills and techniques as defined by the Level 3 Technical Syllabus 4 improve tactics 5 improve lifestyle 6 provide fun and enjoyment

D419.3 Enable participants’ to improve their performance using a mix of three of the following: c delivery styles 1 one-to-one 2 group 3 peer group 4 discovery learning However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.


D419.4 Conclude the coaching session


To meet the national standard, you must: 1 allow sufficient time to end the session according to the participants’ needs 2 deliver cool down activities appropriate to the session and participants and explain

their value and purpose 3 encourage the participants to give feedback and identify their further needs and goals 4 give the participants an accurate summary of your feedback on the session 5 make sure the participants have the information they need about the sport/activity

and future opportunities to take part 6 supervise the participants' departure in a manner appropriate to the situation and

with due regard to their safety and your duty of care 7 follow the correct procedures for checking and dealing with any equipment used 8 leave the environment in a condition acceptable for future use

What you must cover

You must show that you can end a coaching session involving two of the following: a participants 1 individuals including both adults and children who are either boys or girls and women


learning disability; physical disability according to four of the following: b goals 1 improve physical ability 2 improve mental ability 3 improve skills and techniques as defined by the Level 3 Technical Syllabus 4 improve tactics 5 improve lifestyle 6 provide fun and enjoyment However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.

What We Mean by Some of the Words Used in this Unit

Accepted good practice In England, as defined by the Football Association Coaches Association (FACA) Code of Conduct and The Football Association Code of Conduct. In Wales, by The Football Association of Wales Code, In Scotland The Scottish Football Association Code and in N. Ireland, by the Irish Football Association Code.

Coaching methods depending on the situation, the coach should be able to incorporate a range of combinations of the following methods: whole, part, whole; shaping; modelling; command and response; directive through specific set tasks; reciprocal or peer tutoring; feedback and refinement; guided discovery; experiential/problem solving

Coaching style the way in which you will lead the players through the activities; for example, you could carefully direct them at every stage, or you could support them in undertaking the activities, encouraging them to analyse and solve problems for themselves

Code of conduct in addition to the values statement for coaching, teaching and instructing, the sport or activity may have specific guidelines on conduct defined by the sport or activity being coached; including: In England, as defined by the Football Association Coaches Association (FACA) Code of Conduct and The Football Association Code of Conduct. In Wales, by The Football Association of Wales Code, In Scotland The Scottish Football Association Code and in N. Ireland, by the Irish Football Association Code

Cool down activities that allow the player to recover safely from activities undertaken in the session

Equipment the equipment that the players will use or be introduced to including: training areas, pitch; goalposts; appropriate sized footballs; cones/training markers; training bibs; first aid kit

Maximise individual learning

creation of the appropriate environment in which the player and group are encouraged and given the opportunity to learn

Players the people whose performance you are seeking to improve

Practice The repetition of techniques and skills that are performed out of the context of the whole game or event. The form of practice will vary dependant on the situation: drills, simulated parts of the game/event, mini activities

Reasons why players should not take part in the

these will usually be medical reasons


sport or activity

Rules of the sport or activity

Laws of Association Football (current – revised annually)

Session a period during which you will coach players

Technically correct demonstrations

these are appropriate demonstrations of the techniques and skills identified in the Level 3 Technical Syllabus for Association Football. The suitability and technical appropriateness of particular demonstrations will be confirmed by the approved centre’s External Verifier.

Warm up activities that allow the player to prepare safely- both mentally and physically- for activities undertaken in the session

Unit D420 Establish and maintain an environment that will assist participant progression Introduction

Summary Coaching programmes can only be effective in an environment in which there are positive working relationships between the coach, the players and others involved in the programme. In addition, the environment and coaching practices must be safe and conducive to player development and the behaviour of the players must be effectively managed. This unit is about maintaining an environment in which these criteria can be met.

It is vital that the coach:

• establishes a positive and goal oriented relationship with the players • communicates with them in an appropriate way • is prepared to listen to and negotiate with the players • adapts coaching and motivational styles • encourages enjoyment and reflection • leads other staff involved in the programme effectively • enables other staff to contribute • provides feedback to staff and manages their performance • maintains health and safety, making and using risk assessments • follows emergency procedures • establishes ground rules for behaviour and follows these through Coaches must also take account of guidelines from national governing bodies and their own prior experience when delivering programmes. This unit is supported by the Key Assumptions which underpin the coaching process, to be found on page 5, they underpin competent coaching. You must study these and make sure you put them into practice. The unit is divided into two parts. The first part describes the four things you have to do. These are: D420.1 Establish and maintain positive working relationships with participants D420.2 Establish and maintain positive working relationships with others D420.3 Manage risk during the coaching programme D420.4 Manage behaviour during the programme and promote anti-

discriminatory practice The second part explains what some of the words used in this unit mean. This unit is also underpinned by the Common Knowledge and Understanding Sports Science and Pedagogy Knowledge Specification at the end of this document. Target Group This unit is for coaches, teachers and instructors who plan, conduct and review coaching programmes to address short and medium term goals. They will normally be working without direct supervision.


Unit D420 Establish and maintain an environment that will assist participant progression

Place in the NVQ/SVQ Framework This unit is a core unit in the level 3 Coaching, Teaching and Instructing NVQ/SVQ. Links to Key and Core Skills






Common Evidence Requirements and Evidence Guidance for D420 Establish and maintain an environment that will assist participant progression


There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in a real coaching, teaching or instructing context. This evidence must be gathered by the assessor observing more than one session for which the candidate is responsible. There should be sufficient observations to ensure that the candidate has met all the requirements listed. Products of work (such as written information provided to players and others, records of health and safety incidents and behavioural difficulties) may also be used. There must also be evidence that the candidate’s work for this unit has met the requirements listed under ‘What you must cover’ including the expansion of this section which constitutes the Technical Definition for sporting context being assessed. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). Simulation Simulation may be used for D420.3.8 which covers emergency procedures. These must include dealing appropriately with a significant injury or illness requiring the attention of specialist medical support (for example, on-site first-aider, ambulance service, accident and emergency department) and supervising players during an evacuation. Simulation may also be used for D420.4.3, D420.4.4 and D420.4.6 if no naturally occurring evidence is available. Use of Supplementary Evidence No supplementary evidence is allowed for this unit. Knowledge and Understanding There must be evidence that the candidate possesses all of the knowledge and understanding shown in the Annex A ‘Knowledge and Understanding Specification for Level 3 Coaching’. Acceptable techniques include oral questioning, written questions and answers, case studies, reflective accounts, projects and assignments. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘How to communicate information to the player in a user-friendly manner in a language appropriate to the player’). If there is observed evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


D420.1 Establish and maintain positive working relationships with participants The National Standard What you must do

To meet the national standard, you must: 1 establish a positive and goal-oriented relationship with the participants 2 convey an enthusiasm for the sport and for participants’ continuous improvement 3 use methods of communicating with the participants that are appropriate to their

needs 4 negotiate with, and listen to, the participants 5 adapt your own coaching and motivational styles to the needs of the participants 6 prompt participants to reflect on their own performance and methods of improving it 7 provide opportunities for the participants to enjoy the coaching experience 8 communicate your own coaching philosophy and values to the participants 9 ensure that you do not exploit participants or misuse your role and power 10 show that your behaviour and that of members of the group does not discriminate

against individual participants

What you must cover

You must show that you have established and maintained working relationships with two of the following types of: a participant 1 individuals including both adults and children who are either boys or girls and women or



D420.2 Establish and maintain positive working relationships with others The National Standard What you must do

To meet the national standard, you must: 1 use a leadership style appropriate to the needs of others involved and the

programme as a whole 2 involve others in meetings and other discussions about the programme 3 communicate clearly with others, presenting information and summaries at

appropriate times 4 enable others to contribute to the programme and promote a sense of shared

responsibility for quality 5 identify and manage conflicts of ideas and values 6 provide others with feedback on their performance 7 identify the needs of others and provide them with the support and resources they

need

What you must cover

You must show that you have established and maintained relationships with two of the following: a others 1 other coaches 2 parents/guardians 3 support personnel including one of: sports therapist, psychologist and nutritionist, However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.


D420.3 Manage risk during the coaching programme The National Standard What you must do

To meet the national standard, you must: 1 make sure participants and others have the necessary information about health and

safety requirements for the programme and relevant emergency procedures 2 ensure all equipment and facilities meet health and safety requirements 3 take account of risk assessments and implement planned procedures for managing

risk during the programme 4 identify and assess new risks during the programme and take action to manage these

in line with national guidelines 5 monitor the work of others and identify and deal correctly with breaches in health

and safety requirements 6 pass on suggestions for improving health and safety to the relevant authority 7 keep all health and safety records up-to-date 8 follow emergency procedures correctly

What you must cover

You must show that you have worked with two of the following: a participants 5 individuals including both adults and children who are either boys or girls and women


learning disability; physical disability and two of the following types of: b others 1 coaching staff 2 parents/guardians 3 support staff including one of: sports therapist, psychologist and nutritionist, However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.

D420.4 Manage behaviour during the programme and promote anti-discriminatory practice The National Standard What you must do

To meet the national standard, you must: 1 provide participants and others involved in the programme with clear information on

the ground rules for behaviour and the reasons for these rules 2 encourage and reward behaviour that helps participants work well together and

achieve the programme’s goals 3 identify and respond to any behaviour likely to cause emotional distress or disruption to

the programme, in a way that is in line with accepted good practice 4 apply sanctions in response to consistently unacceptable behaviour, using the

procedures of your organisation or national governing body 5 manage the participants’ behaviour effectively and fairly, in a way appropriate to their

needs 6 take appropriate action when participants or other people discriminate against others

What you must cover

You must show that you have managed the behaviour of two of the following: a participants 1 individuals including both adults and children who are either boys or girls and women


learning disability; physical disability and provided information on the ground rules for behaviour to two of the following: b others 1 coaching staff 2 support staff including one of: sports therapist, psychologist and nutritionist, 3 parents or carers However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.



Accepted good practice In England, as defined by the Football Association Coaches Association (FACA) Code of Conduct and The Football Association Code of Conduct. In Wales, by The Football Association of Wales Code, In Scotland The Scottish Football Association Code and in N. Ireland, by the Irish Football Association Code.

Coaching style the way in which you will lead the players through the activities; for example, you could carefully direct them at every stage, or you could support them in undertaking the activities, encouraging them to analyse and solve problems for themselves. The style must meet the needs of the player.

Conflicts of ideas and values

where different people express different ideas or feelings about the way the programme should be organised

Emotional distress when people become upset

Goal oriented relationship a relationship that focuses on the players achieving the goals you have agreed

Health and safety requirements

what the players and staff must do to maintain health and safety during the programme; these will be based on the guidelines from the technical definition for the sport and activity and your own plans for the particular session you are managing; these should also include wider issues such as child protection

Relevant authority a person in charge of the event this could include:- a more senior coach or the person responsible for the venue where you are running the programme

Ground rules for behaviour how you expect the players to behave during the programme, especially the way they relate to other people

Hazard something that may cause harm: for example, an activity that could lead to an injury, the layout of equipment, an area not secure for children etc.

Risk the likelihood of a hazard actually causing harm

Leadership style for example autocratic (telling the players and other staff what to do), consultative (outlining your plans to the players and other staff and inviting their comment), democratic (allowing the players and other staff to collectively decide what to do)

Minimising risk taking action to reduce the risk of a hazard actually causing harm – for example warning players about dangers and ensuring they are properly prepared, making sure there is


adequate space between players and equipment, making sure that children are carefully supervised at all times


Positive working relationship

a relationship that will enable you to work well with the person during the programme and possibly during future programmes


Sanctions for example, excluding players who consistently misbehave from certain activities or sessions

Unit D421 Evaluate a coaching programme and continuously develop own practice

Unit D421 Evaluate a coaching programme and continuously develop own practice Introduction

Summary Coaching is about trying to continuously improve the player/performer. This will only work if coaches themselves continuously strive to improve their own practice. This can be done through evaluating their work in an objective way – treating failure and criticism as opportunities to improve – and through taking part in coach education activities that aim to enhance their practice. It is vital that coaches:

• collect, analyse and evaluate all information about programmes and feedback from players and other staff involved

• identify the effectiveness of programmes in achieving its aims • evaluate all key aspects of the programme • identify their own development needs and undertake further learning to address these Coaches must also take account of guidelines from national governing bodies and their own prior experience when evaluating programmes. This unit is supported by the Key Assumptions which underpin the coaching process, to be found on page 5, they underpin competent coaching. You must study these and make sure you put them into practice. The unit is divided into two parts. The first part describes the three things you have to do. These are: D421.1 Evaluate the whole coaching programme D421.2 Continuously develop own practice The second part explains what some of the words used in this unit mean. This unit is also underpinned by the Common Knowledge and Understanding Sports Science and Pedagogy Knowledge Specification at the end of this document.



Place in the NVQ/SVQ Framework This unit is a core unit in the level 3 Coaching, Teaching and Instructing NVQ/SVQ. Links to Key and Core Skills





Working with others 4.3 Working with others Higher

Problem solving 4.3 Problem solving Higher

Improving own learning and performance 4.1, 4.2, 4.3

Information technology 2.1 Using information Intermediate 1


Common Evidence Requirements and Evidence Guidance for D421 Evaluate a coaching programme and continuously develop own practice


There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in a real coaching, teaching or instructing context. This evidence must be gathered by the assessor looking at the candidate’s evaluation of a programme and seeing evidence of their own action planning and professional development. There should be sufficient products of work to ensure that the candidate has met all the requirements listed. Products of work for this unit are likely to be: written evaluations of the programme, personal action plans and evidence of the candidate being involved in continuing professional development. There must also be evidence that the candidate’s work for this unit has met the requirements listed under ‘What you must cover’ including the expansion of this section which constitutes the Technical Definition for sporting context being assessed. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). All evaluations must have been produced as a result of a real programme planned and delivered by the candidate to actual groups of players. Simulation Simulation is not allowed for any part of this unit. Use of Supplementary Evidence No supplementary evidence is allowed for this unit. Knowledge and Understanding There must be evidence that the candidate possesses all of the knowledge and understanding shown in the Annex A ‘Knowledge and Understanding Specification for Level 3 Coaching’. Acceptable techniques include oral questioning, written questions and answers, case studies, reflective accounts, projects and assignments. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘How to communicate information to the player in a user-friendly manner in a language appropriate to the player’). If there is observed evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.

D421.1 Evaluate the whole coaching programme


To meet the national standard, you must: 1 choose the most appropriate way of evaluating the programme 2 inform the participants and other staff of the evaluation and encourage them to give

their views 3 organise your information and feedback in a way that will assist your evaluation 4 analyse the information and feedback and evaluate:

• whether the programme met its goals • the content, structure, balance and processes of the programme • the availability and content of resources • own performance and behaviour and the performance and behaviour of

participants and others 5 treat all information as an opportunity to improve what you do 6 compare the outcomes of the programme with short and medium term goals 7 treat confidential information appropriately 8 record recommendations for improvement to future programmes

What you must cover

You must show that you have evaluated three of the following types of: a resources 1 facilities including changing rooms, training areas, indoor ‘teaching’ areas and pitch 2 equipment including: goalposts; appropriate sized footballs; cones/training markers;

training bibs; first aid kit 3 materials 4 finance and the performance and behaviour of two the following: b participants 1 individuals including both adults and children who are either boys or girls and women or


learning disability; physical disability and two of the following c others 1 coaching staff 2 parents/guardians 3 support staff including one of: sports therapist, psychologist and nutritionist, However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.


D421.2 Continuously develop own practice


To meet the national standard, you must: 1 review your evaluations of previous coaching programmes and feedback from relevant

other staff 2 keep up-to-date with developments in your sport and current coaching practice 3 reflect on all aspects of your coaching and current developments and identify areas

where you need to develop your coaching practice further 4 develop and record a personal action plan that will help you to develop your coaching

practice in these areas 5 take part in development activities as part of your personal action plan 6 review your progress in developing your coaching practice and update your personal

action plan accordingly

What you must cover

You must show that you have reviewed feedback from all of the following: a other staff 1 other coaches 2 support personnel including one of: sports therapist, psychologist and nutritionist,


Development activities this could include attending courses, conferences, reading journals or other relevant publications, observing and working with other coaches

Evaluation the process of analysing the programme you have planned and delivered, identifying what went well and what could have been improved upon

Feedback other people – players and colleagues giving you their views on how effective your coaching programme is

Players the people you are coaching during the programme

Personal action plan a written plan that identifies the areas where you want to improve your coaching practice, the personal goals you want to achieve, how you are going to do this and by when; the personal action plan may also show how you will assess whether or not your coaching practice has improved

Annex A – Level 3 National Occupational Standards Sports Science and Pedagogy Knowledge Specification

To be competent, you must know and understand the following: Applicable to Units: Sport Specific Clarification/Additions

Anatomy and Physiology

§ Cardiovascular system – compositions and functions of blood, structure and function of cardiovascular system, short and long-term adaptations to exercise including, heart rate, stroke volume, cardiac output, blood pressure

B28; D418; D419; D421

§ Respiratory system – structure and function, mechanics of breathing, gaseous exchange, short and long-term adaptations to exercise

B28; D418; D419; D421

§ Cardio respiratory adaptations to training – endurance, metabolic adaptations, factors affecting the response to aerobic training including, oxygen uptake, carbon dioxide production, ventilation, RPE, heredity, age, gender and specificity of training

B28; D418; D419; D421

§ Muscular-skeletal system – human skeleton, bones, articulations (structure and classification of joints, range of motion), body movement (plans and axes, centre of gravity, stability), structure and function of muscle tissue, roles of muscle tissue, major muscles of the body, short and long-term adaptations to exercise. Effects of activity, inactivity and stretching on the anatomy of the skeletal muscle.

B28; D418; D419; D421

Exercise Physiology

§ Components of fitness: strength; speed; flexibility; endurance, agility; power

B28; D418; D419; D421 § Components of fitness for Football

§ Demands of the game

§ Principles of training; overload – frequency, intensity, duration; adaptation; progression; specificity; maintenance; periodisation; tapering and peaking and volume.

B28; D418; D419; D421

§ Training methods; Endurance methods, interval; continuous; fartleck B28; D418; D419;



and cross training. Strength and power methods, resistance; plyometric; machine and free weights, circuit; aqua; land; weight bearing; non-weight bearing, speed and agility methods, form drills, starting drills– adaptations to aerobic and anaerobic training, monitoring and training changes. Designing different training methods

D421

§ Testing methods: field and laboratory testing methods – pros and cons

B28; D418; D419; D421 § Match and player analysis

§ Performance assessment; screening players; consent for testing;

principles of testing – validity, reliability, reproducibility; reasons for testing – setting baseline, identify strengths/weaknesses, monitoring, evaluation, motivation; lab versus field testing; degree of control; specificity, cost, time; variables affecting field tests – performer, test administration, testing, measuring and recording equipment, facilities

B28; D418; D419; D421

§ Match and player analysis

§ Hormones – nature of hormones, hormonal effect on metabolism and energy, fluid balance during exercise

B28; D418; D419; D421

§ Neuromuscular adaptations to training strength gains and resistance training, muscle soreness, gender and age differences, neuro-endocrine response to resistance training

B28; D418; D419; D421

§ Energy systems – energy sources, basic bioenergetics, energy expenditure at rest and during exercise, causes of fatigue

§ The physical, physiological and performance differences between men, women, boys and girls

B28; D418; D419; D421

Skill Development



§ Definitions of skill coordination, motor skill learning, skill acquisition, skill retention, skill transfer

B28; D418; D419; D421

§ Skill: development of techniques; selection; organization; performing; practice strategies; structuring practice – whole or part, massed or distributed, work versus rest, blocked or random, constant or variable; transfer of learning

B28; D418; D419; D420; D421 § Developing observation skills ( the coach) –

match and player analysis

§ Feedback: intrinsic; extrinsic; knowledge of results; knowledge of performance; frequency; accuracy; timing; nature

B28; D418; D419; D420; D421

§ Assessing and responding to situations: anticipation; experience; memory – short-term, long-term; learning; decision-making; response time; movement time; anticipation

B28; D418; D419; D420; D421

§ Executing and controlling movement: error detection and correction; closed loop model; combined model

B28; D418; D419; D420; D421

§ Information processing – sensory input, perception, decision making, motor output, feedback models, social facilitation

B28; D418; D419; D420; D421

§ Factors effecting skill development including: environmental, physiological, psychological and biomechanical constraints

B28; D418; D419; D420; D421

Motivation and performance

§ Motivation: intrinsic and extrinsic; goal orientations – mastery, ego, social approval; goal setting; rewards – intrinsic, extrinsic; feedback; adherence and over training; attribution

§ Motivation groups: forming; storming; norming; performing; integration – inclusion, assertion, independence, exclusion; group cohesion

B28; D418; D419; D420; D421

§ Mental qualities for Football

§ Terms and implications of developing self

esteem, social affiliation, confidence,



§ The purpose of motivation in relation to participation performance § The differences in psychological factors between men, women, boys and

girls

commitment, composure and concentration.

Goal Setting

§ Types of goals, short term, medium term and long term, performance and outcome goals, specific measurable, challenging realistic, the process of goal setting, identify strategy to achieve goals

B28; D418; D419; D421

Psychological intervention strategies

§ Concepts: self-confidence; concentration; attentional styles – internal, external, narrow, broad; emotional control; stress and anxiety; cognitive and somatic symptoms; inverted U theory; drive theory; catastrophe hypothesis; individual differences

§ Mental skills: imagery – internal, external, relaxation; routines; thought stopping, relaxation techniques, self talk, anxiety and stress management

§ How to select methods to develop players psychological skills

B28; D418; D419; D421

§ Developing a player profile and personal action plan(s)

Nutritional advice

§ Food groups; meat; vegetables; fruit; dairy; breads and cereals; fats and oils

§ Nutrients: carbohydrates; fat; protein; vitamins; minerals; water § Healthy eating: sources of nutrients from food groups; energy and

nutrients; government and advisory body guidelines; eating patterns and habits

§ Nutrition and exercise: fuels for exercise – carbohydrates, fats; fluids;

B28; D418; D419; D421 § Meeting the energy demands of Football

§ Pre, during and post match fluid and

nutritional needs



sports drinks; dehydration; rehydration § Food labels: nutritional information; calculating nutrients § Erogenic aids and performance: research in erogenic aids, categories of

erogenic aids – pharmacological agents, hormonal agents, physiological agents

§ The reasons for supplement use by players

Weight Management

§ Physiological adaptations to exercise and training: special considerations – menstruation and menstrual dysfunction, pregnancy, osteoporosis, eating disorder, environmental factors

§ Energy balance: basal metabolic rate; energy expenditure § Weight control: obesity – causes of, symptoms of; weight gain for

performance § Potential health and performance implications of energy restrictions,

weight loss and making weight.

B28; D418; D419; D420; D421

Mechanical principles

§ How basic mechanical principles affect efficiency of movement § Methods of analysis; Definition of performance analysis and the role,

purpose and benefits of performance analysis, the process of interpreting and using analysis information to inform coaching practice, identification of movement patterns; body segment measurement; efficiency of movement; analysis techniques – video, photo, computer modelling

B28; D418; D419; D421

Injury management

§ Definitions of terminology in injury and recovery § Inflammation – first response to injury – acute/chronic.

B28; D418; D419; D421

§ Injury Classification



§ Healing – the stages and timescales of response § Causes of injury – traumatic overuse and secondary/compensating § Psychology of injury – providing support § The role of components of fitness in injury management § Developing measures for injury prevention § Importance of coach and other staff in injury prevention and management

including: integrating injured payers into training and modify training to cater for injured and full fit players

§ Considerations related to injuries – warm up and cool down, physical maturation of the player and gender issues

§ Types of stretching including – static stretching and dynamic stretching § The influence of stretching on – range of movement, coordination, power

production of the muscle

§ Injury Recognition and Testing § Common injuries of football including:

nosebleed, fractured cheekbone, injuries to nose and jaw, haemarthrosis, ruptured muscles or ligaments

§ First Aid Kit Contents § Reporting accidents and injuries

Planning and periodisation

§ The principles and processes involved in planning and periodisation § The definitions associated with planning and periodisation § How and when to use planning and periodisation in relation to the stage of

development of the player § How to identify the different types of periodisation including single, double

or triple periodisation

B28; D418; D419; D420; D421

§ Planning programmes for technical and

tactical development/improvement

§ Challenges of planning the coaching of representative teams

§ Modelling of training and competition activities § Planning the programme to include: optimal training to competition ratios,

optimal skill development (including technical and tactical skills) § Optimal fitness development in the areas of endurance, strength, speed,

flexibility, § Optimal mental development



Rules and Regulations of the Sport

§ The rules/regulations of the sport/activity appropriate to the level of player § How to interpret and communicate the rules/regulations of the

sport/activity § What terminology is used in communicating decisions regarding

application of rules/ regulations § The procedures and protocols for communicating decisions regarding

rules/ regulations to relevant personnel § The procedures for decision making (e.g. option for referral to third

umpire in cricket) § The appeals procedures of the sport/activity for use during and after

competition § The regularity and timing of updating of rules/regulations and

interpretation of rules/ regulations § How to score and process results § The health and safety responsibilities of the coach when managing the

competitive environment § The insurance implications of the coach when managing the competitive

environment

B28; D418; D419; D421

§ The Laws of Association Football (current)

§ Working with match officials

Player Lifestyle

§ The importance of lifestyle on an player’s performance § Aspects of an player’s lifestyle that can have positive and negative impacts

on their performance § The importance of the player taking responsibility for managing their own

work, development and leisure time § How to help the player to take control of their own work, development and

leisure time

B28; D418; D419; D420; D421

§ Drug awareness – social and performance

enhancing. § Reasons for drug use § Appropriate information for young people § Signs of drug abuse in young people

Planning principles and practice



§ How to choose use appropriate types of initial assessment of player performance

§ How to identify aims of the programme and goals within the programme including – type – short, medium, long, performance, outcome: principles – specific, measurable, achievable, realistic, time phased (SMART).

§ The process of goal setting: assess current ability; identify goals; prioritise goals; develop strategies to achieve goals; identify potential barriers to achieve goals

§ Collecting information: what information to collect How to identify and make decisions regarding information that is relevant to planning what actions need to be taken. How to identify and focus on relevant and valid evidence of past and present performance and competence.

B28; D418; D419; D421

§ Planning programmes for technical and

tactical development/improvement

§ Challenges of planning the coaching of representative teams

Decision making

§ How to decide on the design of the coaching programmes which will enable different players needs and stages of development to be met.

§ How to evaluate and decide which developments in coaching have a direct effect on the design of the programme.

§ How to identify and decide on individual learning needs. § How to decide and identify the use of different learning opportunities. § How to choose and prepare appropriate materials to use with the activities.

B28; D418; D419; D420; D421

§ How to structure the use of coaching techniques and delivery methods within the sessions.

§ How to choose from a range of coaching techniques. § How to decide when to change delivery modes and coaching styles during

the session. § How to capitalise on the development and learning opportunities within the

session § The integration of decision making techniques within your coaching

practice including –decision making models and their relevance to the



coaching environment.

Coaching Techniques

§ How to create and manage a learning environment. § Demonstrations, type of demonstrations, use and purpose of demonstrations,

which encourage learning. § Types of learning that are supported via demonstrations. § How to structure demonstrations. § How to choose from a range of demonstration techniques. § Instruction, type of instructions, use and purpose of instructions that encourage

learning. § Types of learning that are supported via instructions. § How to structure instruction. § How to choose from a range of instruction techniques. § Facilitation, type of facilitation, use and purpose of facilitation that encourage

learning. § Types of learning that are supported via facilitation. § How to structure facilitation. § How to choose from a range of facilitation techniques. § How to deal with individual needs in groups. § How to balance the needs of the task and the group process. § Which coaching opportunities are appropriate for group work activities. § How to identify and apply group work activities in a coaching session.

B28; D418; D419; D420; D421

§ Demonstrations and progressions

appropriate to the Level 3 Technical Syllabus for Association Football.



§ How to manage different learning styles in the group. § How to put groups at ease. § How to identify and manage group dynamics. § How to create and encourage problem solving activities to enhance the players

development § How to identify things that effect learning and behaviour in groups. § Types of coaching styles, autocratic, democratic, the effect on coaching styles and

the development of the player and the coaching environment. § The impact of using selected coaching techniques on player development

Communication techniques and principles and practice

§ How to use appropriate questioning techniques to improve performance § The purpose and use of effective questioning § How to communicate the information to the player in a user-friendly manner in a

language that is appropriate to the player.

B28; D418; D419; D420; D421

§ Effective communication in the practice and

match environments

§ How to find out views of the players. § How to give constructive feedback § The types of communication skills available including – use of verbal and non-

verbal communication to inform, motivate, evaluate and solve. § Feedback principles and practice - including; the purpose of receiving feedback

from the player and ways of receiving feedback from the player § The importance of listening skills in the communication process

Stages of development



§ How the principles and practice of stages of player development affect what and how the coach plans and coaches during the session/programme.

§ The stages of development including: different stages of maturation, physical, psychological and emotional changes at each stage of maturation, the influence of training and competition on the stages of development, theories of stages of development, the application of developmental stages to the coaching environment, utilization of stages of development theory.

§ The types of stages of development including definitions associated with the window of trainability, chronological age, and biological age.

§ The differences between child and adult development and how this effects coaching in terms of structure, content and delivery of the session

B28; D418; D419; D420; D421

§ Growth and maturation of boys and girls aged

14 – 16 years of age.

§ Development into adulthood

Learning styles and theories

§ How to take into consideration players learning styles when designing the programme and coaching

§ Differences in the way individuals learn, helping players understand their method of learning and the effect this will have on their performance.

§ The role of coaching techniques in player development. § Types of learning that are best achieved and supported through the coaching

techniques § Learning styles of adult and children § Why learning styles are considered

B28; D418; D419; D420; D421

§ Helping the Team learn

Evaluation techniques principles and practice

§ The types of evaluation processes available including sport specific designed performance testing, use of questioning, observation, and physical resources including video and notational analysis.

§ How and when to evaluate and the procedures/criteria to follow that will meet the

B28; D418; D419; D420; D421

§ Developing observation skills (in the coach)



individuals aims and goals and maintain consistency throughout the analysis. § How to record the evaluation and create an action plan from the findings. § How to encourage the player to use self-evaluation when appropriate. § How to analyse information and draw conclusions from it. § How to establish a representative sample to evaluate. § How to use appropriate techniques for gaining information to evaluate. § How to measure the quality of the coaching experience, player development, and

quality assurance mechanisms used. § How to use information taken form evaluations to improve the

programme/session. § How to identify valid sources of feedback from players and support staff to aid the

evaluation.

§ Systematic analysis of performance

§ Individual player and team analysis

§ Match analysis

Self reflection

§ How to use self-reflection processes – making self-assessment of skill level, writing evidential statements to support claims, identification of action to be taken, and methods of self-reflection.

§ How to interpret evidence of own performance. § Factors that impact on the ability to identify own development needs. § Methods of personal action planning. How to prioritise self-development needs

How to identify issues of equal opportunities and practice that do not discriminate against people in relation to individual coaching.

B28; D418; D419; D421

Equity

§ How to work with players effectively. § How to encourage players to express their views. § How to promote player’s rights and choices.

B28; D418; D419; D420; D421 § In England, as defined by the Football

Association Coaches Association (FACA) Code of Conduct and The Football Association Code



§ How to deal with possible barriers to player development including delivery methods, coaching styles, lack of support for people with particular needs, lack of facilities.

§ How to develop good relationships with players. § How to decide on the appropriate coaching style/delivery method which is

appropriate for the player/task /environment. § How to decide when support staff are needed to deal with the types of special

needs that players may have and how to adapt your plans, yourself and the equipment and facilities to meet these needs.

§ The values, key assumptions and code of practice for Coaching, Teaching, Instructing and how these apply to coaching player in a session.

§ How to deal with people with particular needs and special populations § The types of particular needs – Physical, sensory, learning difficulties, the inclusion

spectrum § Special populations – Children, females and talented individuals § Working with people with particular needs and special populations including, how

to communicate, how to include them in the sport and how to structure the activities

§ The type of information to gather regarding people with particular needs and special populations including, physical, mental and cognitive needs

§ How to adapt and modify activities and sessions and the competition considerations.

§ When to refer people with particular needs and special populations

of Conduct. In Wales, by The Football Association of Wales Code, In Scotland The Scottish Football Association Code and in N. Ireland, by the Irish Football Association Code.

§ working with people with particular needs including one of: hearing impairment; visual impairment; learning disability; physical disability

§ Protection of children from abuse

§ NGB and organisational Child Protection policies and principles.

Risk assessment

§ The requirements for health and safety that are relevant to the activities you are planning, for example: your organisation’s health and safety policies and procedures, the Health and Safety at Work Act, requirements for activities in the scope of National Governing Bodies, requirements for activities in the scope of the Activity Centre (Young Person’s Safety) Act where these are relevant, correct

B28; D418; D419; D420; D421

§ Appropriate warm up and cool down activities

for a variety of football practice and match situations.



equipment and clothing for your sport or activity and why it is important, the purpose of checking correct equipment and clothing – safety, comfort and attainment of improvement in performance.

§ How to structure the programme to prevent injury – warm up, cool down, skill activities delivered to suit the age/stage of the player.

§ How to revise your programme to minimise any risks due to – the environment, players, change due to emergency, change due to external influences

§ What to look for when checking equipment following use and the procedures you should follow for dealing with equipment.

§ Your duty of care in supervising the departure of players, in particular children. § The purpose of leaving the coaching environment in a fit state for future use – for

health and safety reasons, to prevent wear and tear, to avoid injury. § The awareness of coaching and the legal requirements in terms of negligence,

child protection and equity issues.

§ Facility and pitch safety checks

§ Safety responsibilities of match officials

Behaviour management

§ Understanding and responding to behaviour. § Discipline planning, behaviour management planning, coach’s responses and

behaviour messages. § How to develop management strategy and practical skills for managing behaviour. § Changing behaviour – how to choose appropriate communication techniques

including appropriate responses, gaining cooperation, avoiding stereotype reactions

§ How to turn situations around. § How to control yourself and your responses § How to change attitudes. § How to change behaviour. § How to deal with negativity. § Differences in age/stage related behaviour and how to deal with this. § The ground rules for behaviour during the coaching programme and how to

B28; D418; D419; D420; D421

§ Promotion of the appropriate Codes of Conduct including: In England, as defined by the Football Association Coaches Association (FACA) Code of Conduct and The Football Association Code of Conduct. In Wales, by The Football Association of Wales Code, In Scotland The Scottish Football Association Code and in N. Ireland, by the Irish Football Association Code.

§ Organisatin/facility/employer specific codes of conduct and behaviour

§ Ensuring appropriate behaviour within the



communicate and implement these. § The importance of encouraging and rewarding positive behaviour and how to do

so. § Sanctions that you are authorised to use to deal with persistently negative

behaviour and how to apply these. § Types of behaviour by players and others that may cause emotional distress and

how to respond. § The importance of effective and fair behaviour management. § How to respond to discriminatory behaviour within the group or from others

involved in the programme. § The procedures you should follow if a player wants to complain about

discrimination.

Laws of Association Football

§ NGB specific discrimination initiatives ie: in England: Lets Kick Racism Out of Football.


Appendices

The following is extracted from the Sport, Recreation and Allied Occupations Assessment Strategy for NVQs and SVQs and has been augmented to provide specific guidance on the requirements of those assessing and verifying in the context of Association Football.

Appendix B: Criteria for External Verifiers

Criteria for External Verifiers of the Level 3 N/SVQ in Coaching Association Football. These criteria have been developed by the National Training Organisation and reflect the expectations of the industry. The NTO has worked with its industry partners and the Awarding Bodies to develop criteria to measure the occupational competence of external verifiers and ensure the consistency of its advice. In addition to the requirements of the Code of Practice and the SVQ criteria, Awarding Bodies should ensure that prospective External Verifiers: • Hold Verifier Unit D35 (or the new V2 Unit) of the Employment National Training Organisation

(ENTO) Standards and it is recommended, also hold the Assessor Units D32 and D33 (or new A1 Unit) (New external verifiers should be given a clear action plan for achieving unit D35)

• Demonstrate knowledge and understanding of, and support for, the Sector's Values Statements and Codes of Ethics and how they are applied in assessment

• In England hold the FA Coach Educator’s Award at Diploma Level; in Scotland the SFA/UEFA A Licence Diploma; in Wales the FAW Level 4 Coach Educator Award and in N Ireland the IFA Grade 1 Licence. (or the equivalent award)1

• Be occupationally competent in the area appropriate to the level of the qualifications they are to be verifying;

• Provide evidence of knowledge, understanding and application of the National Occupational Standards together with Technical Definitions where appropriate

• Be committed to the application, further development and refinement of the National Occupational Standards and SVQs/NVQs.

• Demonstrate a commitment to uphold the integrity of the National Standards and prevent their misuse.

• Are aware of national issues affecting vocational education, training and qualifications in the sector

• Provide evidence of knowledge of the Sport and Recreation and Allied Occupations framework of qualifications

• Be committed to the content and guidance provided in the current edition of the NTO’s Assessment Strategy

• Demonstrate their ability to maintain credibility with the sector and to retain the confidence of the industry through commitment to ongoing personal and professional development

External Verifiers must sample the work of all assessors. All new assessment centres should be approved by their external verifier before any candidates are registered; All new assessment centres should be visited by their external verifier on at least three occasions during their first year of delivering NVQ/SVQs, to include approvals/systems visit. For existing centres, or those extending their provision external verifiers should visit approved centres at least twice per year .

1 The Awarding Body to seek guidance from SPRITO on what award might be considered to be “equivalent”

Appendix C: Criteria for Internal Verifiers

Criteria for Internal Verifiers of the Level 3 N/SVQ in Coaching Association Football. These criteria have been developed by the National Training Organisation and reflect the expectations of the industry. The NTO has worked with its industry partners and the Awarding Bodies to develop criteria to measure the occupational competence of internal verifiers: Internal Verifiers are appointed by an Approved Centre and approved by the Awarding Body through their External Verifier. Internal Verifiers should only verify the decisions of assessors that fall within their acknowledged area of technical and occupational competence. Internal Verifiers should be in a position to influence an approved centre’s assessment policy and to facilitate the assessment process and should be one of the following:

• employed by the same organization (approved centre) as the assessors or…

• working in partnership with, and drawing on evidence from, assessors’ organisation(s) (approved centre)

The prospective Internal Verifier should:

• Hold Verifier Unit D34 (or the new V1 Unit) of the Employment National Training Organisation (ENTO) Standards and it is recommended, also hold the Assessor Units D32 and D33 (or the new A1 Unit) (New internal verifiers should be given a clear action plan for achieving unit D34)

• In England hold the FA Coach Educator’s Award at Diploma Level; In Scotland the SFA/UEFA A Licence Diploma; in Wales the FAW Level 4 Coach Educator Award and in N Ireland the IFA Grade 1 Licence (or the equivalent award).

• Provide evidence of recent experience in the occupational area.

• Provide evidence of knowledge, understanding and application of the National Occupational Standards with the Assessment Specification.

• Provide evidence of knowledge, understanding and support of the relevant Sport and Recreation Values Statements.


• Provide evidence of their ability to maintain occupational competence and to participate in IV/assessor training initiatives for continuous professional development.

Approved Centres may have additional generic criteria and personnel specifications in addition to the above. All candidate portfolios should be sampled by the internal verifier. Internal verifiers should observe each assessor conducting candidate assessments at regular intervals. The reliability, validity and authenticity of evidence must be checked during these observations.

Appendix D: Criteria for Assessors

Criteria for Assessors of the Level 2 N/SVQ in Coaching Association Football. These criteria have been developed by the National Training Organisation and reflect the expectations of the industry. Assessors are appointed by an Approved centre and approved by the Awarding Body through their occupationally competent External Verifier. They should only assess in their acknowledged area of technical and occupational competence. Assessors should be one of the following:

• employed by the same organisation as the candidate or…

• working in partnership with, and drawing on evidence from, the candidate’s organisation or…

• an expert brought in to supplement the expertise of the candidate’s own organisation or as an additional external method of quality assurance.

The prospective Assessor should:

• Hold the Assessor Units D32 and/or D33 (or the new A1 Unit) of the Employment National Training Organisation (ENTO) [New assessors should have a clear action plan for achieving unit D32 and/or D33. An assessor or verifier who has gained certification must support assessment decisions by assessors who are still working towards certification.]

• In England hold the FA Coach Educator’s Award at Licence or Diploma Level and by 31 December 2005 The FA Tutor Award; In Scotland the SFA/UEFA A Licence Diploma; in Wales the FAW Level 3 or 4 Coach Educator Award and in N Ireland the IFA Grade 1 Licence. (or equivalent award)2

• Provide evidence of recent experience and competence in the occupational area to the level of the qualification(s) they wish to assess.

• Provide evidence of knowledge, understanding and application of the National Occupational Standards with the Assessment Specification.

• Provide evidence of knowledge, understanding and support of the relevant Sport and Recreation Values Statements and how they are applied in assessment.


• Provide evidence of their ability to maintain occupational competence and to participate in assessor training initiatives for continuous professional development.

Approved Centres may have additional generic criteria and personnel specifications in addition to the above. All assessors who operate within the S/NVQ system should gain D32 and D33 Assessment Units, thereby confirming their ability to utilise the full range of tools required to properly assess the individual at work over a period of time.

2 The Approved Centre to be given guidance on whether an award is equivalent or not, by the technically competent External Verifier

Appendix E: Facility/Equipment Criteria for Approved Assessment Centres

The Assessment Strategy states that Assessment Centres must:

§ ensure that candidates have access to the resources commonly in use in the industry and that the pressures and constraints of the workplace are properly reflected

§ ensure that the principles and values of the occupational area(s) are embedded in the operation of the workplace;

§ demonstrate a commitment to quality and good practice which may include the pursuit of other schemes which recognise industry best practice;

§ ensure that assessment sites conform with Health and Safety requirements and good health and safety practice is reflected in assessment.

§ maintain a register of all assessors and Internal Verifiers

§ provide evidence of their plans to keep Assessors and Internal Verifiers updated with current industry requirements

Approved centres/assessment sites of the Level 3 N/SVQ in Coaching Association Football must demonstrate that they can provide the appropriate assessment environment reflecting the expectations of the context and the industry. Any training or assessment site must meet the requirements of accepted safe practice in the sport, detailed in the relevant home nation governing body publications. Training and/or assessment sites must include playing areas that are:

§ minimum size – 60 metres x 40 metres § surface – grass or Astroturf § goals – appropriate sized (BSI approved) – goals to meet the players’ requirements and size of

playing area § conditions – assessment should only take place in environmental conditions in which the level

of light and temperature are appropriate to the players’ and candidates’ needs § footballs – association footballs appropriate to the needs of the players (sizes 4 – 5)

Safety Considerations

The area surrounding the playing area should be safe and free of obstructions; in addition, Approved Centres’ and candidates’ attention is drawn to the Leaflet Goalpost Safety – Play Your Part available from The Football Association. Approved Centres are encouraged to ensure that all candidates and persons being coached wear appropriate sports apparel including correct footwear for the playing surface and shin guards covered by socks.

Further information

Further information regarding centre/scheme approval or any aspect of assessment of our qualifications should be referred to the relevant City & Guilds regional/national office:

City & Guilds region/nation

Telephone

Facsimile

Scotland

0131 226 1556

0131 226 1558

North East

0191 402 5100

0191 402 5101

North West

01925 897900

01925 897925

Yorkshire

0113 380 8500

0113 380 8525

Wales

02920 748600

02920 748625

West Midlands

0121 503 8900

0121 359 7734

East Midlands

01773 842900

01773 833030

South West

01823 722200

01823 444231

London and South East

020 7294 2468

020 7294 2419

Southern

020 7294 2468

020 7294 2412

East

01480 308300

01480 308325

Northern Ireland

028 9032 5689

028 9031 2917

City & Guilds Customer Relations Unit

020 7294 2800

020 7294 2400

General information about City & Guilds is available on our website www.city-and-guilds.com or from our Customer Relations team at the address below or by phoning 020 7294 2800 or e-mailing [email protected] City & Guilds 1 Giltspur Street London, EC1A 9DD T +44 (0)20 7294 2468 F +44 (0)20 7294 2400

Stock code: SP-10-4834

4834 level 3 nvq coaching football standards v3

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