ETTA National Coaching Strategy 2011-17

CONTENTSThe ETTA National Coaching Strategy sets out the vision, direction and plans for the future of table tennis coaching in England. The strate-gy, which looks at ‘where we are now’, ‘where do we want to be’ and ‘how we are going to get there’, has been developed in partnership with internal staff and departments, along with Sports Coach UK and Sport England.

It aims to provide a quality and inclusive coaching and coach education system, serving coaches of all abili-ties, provide specialist CPD and establish a World Class Coaching framework. It also sets out how an effective coaching system can contribute to the future success of table tennis in England, playing an integral role in growing the base of the sport and supporting talent ID and devel-opment. The success of the Strategy is crucial as part of the transformational change of the ETTA and table tennis in England. The strategy focuses on the current Sport England Whole Sport Plan funding cycle and the poten-tial following funding round.

Where Are We Now?1.1 Executive Summary1.2 About Coaching and the ETTA1.2 UK Coaching System

Where Do We Want To Be?2.1 Vision 2.2 Guiding Principles 2.3 Drivers 2.4 Measures

How Will We Get There?3.1 Consultation3.2 Overview of Approach 3.3 Strategic & Cultural Change 3.4 Shared Expectations3.5 Governance3.6 Coaching in Education3.7 Coaching Qualifications3.8 Research 3.9 HE, Performance Coaching & Player Development3.10 Technology in Coaching3.11 Recruitment, Retention & Development of Coaches3.12 Marketing & Communication3.13 2011-17 Operational Action Plans

Appendix4.1 Coaching Communications Strategy Summary4.2 ETTA Participant Model Summary4.3 References

1.1 Executive SummaryThe Coaching & Performance Department has produced a draft strategy laying out its strategic intentions for the period 2011 to 2017. The strategy paper is the culmination of a thorough and consultative process of analysis during which the department, its staff and functions have been reviewed in terms of the level of current effectiveness, current operational capacity and how coaching can improve. The proposed measures will serve the broad purposes, move the ETTA in the direction of the vision for the future and help achieve our ambitions.

The ETTA agreed to implement and develop the UK Coach-ing Framework (UKCF) in 2005, focusing on the development of coaching for the first time in a significant period. The UKCF highlights twelve elements of coaching and the coaching sys-tem which must be developed, with the aim of producing a world class coaching system by 2017, and as a result begin to see renewed success on the European and World stage.

To date the UKCF has only partially been adhered to but more recently, under the Sport England funded Whole Sport Plan 2009-13, an added impetus has been realised. Table tennis, being a highly technical and early years specialised sport, re- quires a significantly developed and mature coaching system in order to succeed. To achieve that aim the following strategy is proposed.

Strategic themes emerged from this document which include:

Governance• Quality Management• Innovation• Education & Research•

There are many commitments in the paper, chief amongst which are the following pledges:

To establish an evidence and research base• To commit fully to the implementation of the UK Coaching •

FrameworkThe integration of technology and coaching• Establish a clear governance policy• Engage with the HE sector• Develop a commercial focus• Manage the shared expectations of stakeholders• Achieve value for money in all areas•

1.2 About Coaching and the ETTATable tennis is one of the fastest growing sports in Eng-land. Data from the Sport England/DCMS Taking Part survey (2010) indicate 503,700 children aged 11-15 par-ticipating once per month, with 218,700 once per week, with many competing formally. PESSYP data suggests that there are XXX number of schools with competitive table tennis (XXX number of children in KS2 to KS4), highlighting the opportunity for coaching in schools.

In addition the Sport England Activity Survey (2011) highlights XXX adults (aged 16+) participating once per week, approximately 55,000 engaged in formal compe-titions, and a latent demand of 93,000 adults. It is worth noting that these figures are in spite of the seasonal na-ture of table tennis (in respect of the more formal partici-pant streams).

As part of this National Coaching Strategy the ETTA wants to extend the availability of table tennis and coach-ing year-round; to encourage more regular participation, increase the role of table tennis as a curriculum based sport, increase access to quality coaching, and ultimate-ly increase the talent pool to create global success. The ETTA believes it is essential to ensure people have posi-tive first experiences of table tennis to help keep them engaged; coaching is a critical influence here.

The ETTA has a developing professional and volunteer nationwide delivery network. The coach education staff are based at the ETTA head office in Hastings, and the National Talent & Coaching Manager along with 10 Re-gional Coaches distributed across the Sport England regions. In addition 9 Regional Development Managers operate across England, focussed on the development of table tennis across all participant groups.

The work programmes, measures and priorities of the regional staff are regularly reviewed, ensuring a greater focus and emphasis on quality coaching and coach de-velopment.

These staff are supported by a series of Club Support & Coaching Officers, Regional Disability Officers and Premier League4Sport coaches operating across the country. All of the regional professional staff work in part-nership with a group of dedicated volunteers, without whom the National Coaching Network would fail.

Currently there are 824 ETTA Licensed Coaches actively working in the sport. Information regarding each coach, their qualifications, child protection information, relevant CPD, and the level at which they coach is recorded on the ETTA coaching database. The breakdown of coach-es is currently (April 2011):

Where are we now?

A world class coachingsystem by 2017...

Level of Coach Number of Coaches

ETTA 2 XXX

ETTA 3 XXX

ETTA 4 XXX

UKCC L1 XXX

UKCC L2 XXX

UKCC L2 Bridge Included in L2

UKCC L3 XXX

UKCC L4 2 (Dec. 2011)

Coaches currently without a UKCC endorsed qualification have the opportunity to complete a UKCC bridging course, which results in the coach gaining a UKCC endorsed Level 2 Coaching Certificate. Coaches must be registered onto a bridging course by the 1st January 2013. If any coach has not bridged they will no longer be able to gain an ETTA Coach Licence, and as such will not be recognised by the ETTA as a coach. Should a coach wish to continue coach-ing after this date they must complete the UKCC endorsed Level 1 Coaching Award.

The current demographic of coaching in table tennis dem-onstrates a trend towards middle aged and retired individu-als, with X% of licensed coaches aged 50 and over. It is imperative that this trend is reversed, whilst retaining the existing coaching workforce, in order that the sport might succession plan and build for the future.

As outlined below, the ETTA will work to achieve success in coaching through recruitment, retention, and development of coaches. The strategy is an integral part of the ETTA’s work to grow, sustain and excel overall participation in table tennis; alongside a range of other activities, including:

Broadening the appeal of coaching in table tennis - • tackling misconceptions.Enhanced coaching resources - Improving existing and • introducing new resources for coaches working across all participant groups.Improving coach and teacher education, qualifications • and support to improve the quality of experience and increase recruitment and development of coaches.Ensure coaching provision exists across all participant • groups.

1.3 UK Coaching SystemPreviously the UK coaching system has relied on volunteer experience and a small employed staff. Future success hinges on the successful identification and development of a participant model and coach development model. It is with these models that a complete workforce development sys-tem can be introduced with coaching at the heart. Each of the market segments within the sport differentiate in terms of needs, motivation and satisfaction. To date a participant model, as seen in figure 1, has now been designed, under-pinned by SE and YST data, introducing the notion of partic-ipant groups, separated by their needs and demographics. The participant model has established the following seg-ments:

Beginner 5-11 Year Old• Beginner 11-15 Year Old•

Children & Young People Developer 11-15 Year Old• Children & Young People Social• Adult Social• Adult Beginner• Adult Competitive• Elite & Talent Development•

Figure 1: Participant Model 2011

A detailed breakdown of the market segments, including definitions can be found in Appendix 1.

In order to serve this diverse marketplace the ETTA and in particular the Coaching & Performance Department are re-quired to introduce a product set which meets the needs of each group. Currently the ETTA has established UKCC en-dorsed coaching qualifications, delivered in partnership with 1st4Sport qualifications (an awarding body). The current qualifications include UKCC Levels 1 to 4. The qualifications aim to meet the scUK 4x4 matrix but currently only offer one common vertical pathway. Additional to this the ETTA offers a series of leader style awards, aimed at a level lower than UKCC but in no direct relation to the UKCC endorsed qualifi-cations. These qualifications currently combine to create the ETTA Coach Pathway Model, as seen in figure 2.

Figure 2: Coach Pathway Model 2011

Table tennis has a broad appeal in the marketplace, as highlighted by the participant modelling work, high levels of interest with significant latent demand, and a developing nationwide delivery network. The ETTA and Coaching & Per-formance Department can make a major contribution to the drive to get more people involved in table tennis and sport and secure a powerful legacy.

The National Coaching Strategy is integral to this work, help-ing to increase and sustain participation and support player development.

2.1 The VisionThe ETTA aims to ensure that table tennis achieves its po-tential as one of the nation’s leading indoor court sports. To achieve this the ETTA must recruit, retain and develop coaches, and in the process establish a world class coach-ing system by 2016. It aims:

“to provide a quality and inclusive coaching and coach edu-cation system, serving coaches of all abilities, provide spe-cialist CPD and establish a World Class Coaching Frame-work.”

2.2 Guiding PrinciplesThe National Coaching Strategy will:

Have both a coach and player development focus • Recruit and retain quality coaches• Improve licensing and membership for coaching• Increase investment in coaching table tennis• Develop a research base for coaching in table tennis• Provide a simple, but co-ordinated approach to the de-• livery of table tennis for each population groupReflect and compliment the wider ambitions of the • ETTAAlign with and compliment the agendas and policies of • our partners Be informed and developed by the right people • Raise the profile and improve the image and reputation • of coaching in table tennis

2.3 DriversTo help us achieve this vision, work will be focussed around 4 drivers:

Support coaching and coach development via an effec-• tive communications strategyEstablish fit for purpose training and education for coach-• es or leaders working across all market segments Establish a modern, quality coaches association• Develop and implement a coaching support system • network, accessing coaching resources, sports science and research support.

These drivers are designed to ensure that the development of coaching in table tennis is undertaken on a sustainable basis.

2.4 MeasuresThe Coaching & Performance Department will work with the ETTA’s region-based field teams to deliver the National Coaching Strategy across England. The ongoing Active Peo-ple, Satisfaction, and Taking Part surveys (commissioned by Sport England) along with Youth Sport Trust PESSYP data, and improving ETTA reporting systems will help monitor progress.

Monitoring and evaluation will be undertaken on an ongoing basis and the following four key measures have been devel-oped to help monitor progress:

Number of ETTA Licensed Coaches actively working in clubs, schools and affiliated environments.Measured by internal data collection through ETTA Coach Man-agement System

2010/11 2011/12 2012/13 2013/14

754 950 1050 1150

Number of UKCC Registrations at Levels 1-4.Measured by internal data collection through ETTA Coach Man-agement System

2010/11 2011/12 2012/13 2013/14

Number of ETTA Licensed Coaches actively working in across each broad participant group (children, tal-ent development and elite).Measured by internal data collection through ETTA Coach Man-agement System

2010/11 2011/12 2012/13 2013/14

Number of ETTA Licensed Coaches accessing CPD for X number of hours per annum.Measured by internal data collection through ETTA Coach Man-agement System

2010/11 2011/12 2012/13 2013/14

The four measures above are specific to coaching in table tennis, but as part of the success of the Strategy, the team will closely monitor wider ETTA measures, such as premier club levels, the number of young leaders, level of activity across each market segment, activity at development, re-gional and performance centres, and the ETTA member-ship.

Feedback mechanisms will be established to gather quali-tative information about coaching in table tennis. Some of these are already in place, for example via the ETTA Coach Licence Scheme.

Effort will also be placed on working with ETTA staff, regional officers leagues, clubs and schools to monitor the effective-ness of coaching in terms of how many participants have access to coaching and at what level of activity.

Where do we want to be?

3.3 Strategic & CulturalChangeAdherence to under-pinning strategic theory is crucial in de-veloping a vision for the future of coaching and the ETTA, ensuring a customer focus, and a productive team. Culture often becomes the focus of attention during periods of or-ganisational change, for example when growth and other strategic change mean that the existing culture becomes inappropriate, and hinders rather than supports progress. In more static environments, cultural issues may be responsi-ble for low morale, absenteeism or high staff turnover, with all of the adverse effects those can have on productivity.

Effective change management requires complete buy-in from all stakeholders; in achieving this the Cultural Web (Johnson & Scholes, 1992) and all facets of the paradigm must be understood, evaluated and aligned to meet the or-ganisations needs, exposing any existing assumptions, and ineffective practices.

The cultural web/paradigm, as seen in figure 3, identifies six interrelated elements which combine to form the work-ing environment. The six elements are also summarised in figure 4.

Figure 3. Cultural Paradigm (Johnson & Scholes, 1992)

The cultural web can be used to answer the themes con-tained in this strategy, where are we now, where do we want to be, and how are we going to get there? It is this process that will highlight the change required to move towards a world class coaching system and achieve a high-perform-ing culture.

The ETTA has over time grown significantly and any cultural change will be affected as a result; growth can however be both positive (new staff challenge the existing culture) or negative (recruitment from the existing culture results in resistance to, or no change). In the search to become more business focussed the ETTA and coaching must affect change in the current culture in order to accept the develop-ment of both the UK Coaching Framework and qualification system.

How will we get there?3.1 Consultation

3.2 Overview of Approach

The Strategy has been developed taking into account the findings from the following sources:

Active People Survey• Satisfaction Survey• Sport England Research Data• Youth Sport Trust Data• PESSYP Survey• Taking Part Survey• ETTA Connect (Individual Membership Database)• ETTA Coaching Database• ESTTA Data•

Key groups of people involved in developing coaching and table tennis were consulted and provided with the opportu-nity to feedback on the draft Strategy, specifically:

ETTA Board & Management Committee• ETTA Staff Teams & Management Team• ESTTA• BTTF/BTTAD•

The following key organisations were also provided with the opportunity to provide feedback:

The Youth Sport Trust• Sport England• Sports coach UK• Coaching System Support Network•

Taking into account the current coaching landscape, in-cluding wide-ranging examples of good practice and geo-graphical variations, we acknowledge that a ‘one size fits all’ approach will not work.

The focus of the National Coaching Strategy will be develop-ing a range of qualifications, systems and resources to en-sure that coaches, leaders and players are empowered and have appropriate and tailored support to achieve success. It will use existing, established networks in table tennis and an increasing internal and external network; current best prac-tice will be recognised, built upon and used to develop an appropriate infrastructure for coaching in table tennis. The strategy aims to develop a legacy for all stakeholder and participant groups in order that table tennis achieves its aim of being the number one indoor court sport by 2020.

A series of products will be designed, developed and insert-ed into the marketplace in coming years to achieve this aim, and to link player and coach development from grass roots through to international elite play. The strategy should be inclusive and a working project, as such is open to change and feedback from all stakeholders.

Post evaluation of the organisation’s current culture the process is repeated, replacing the current culture with future requirements, essentially establishing the level of change required. During this process it is important to identify the factors that are prevalent throughout the culture, and the influences which underpin them. The following can be used as a guide:

What cultural strengths are highlighted in the current • culture?What factors are hindering your strategy or are mis-• aligned with one another?What factors are detrimental to the health and produc-• tivity of your workplace?What factors will you encourage and reinforce?• Which factors do you need to change?• What new beliefs and behaviours do you promote? •

Implementing cultural change is not simple; it involves re-moulding values, beliefs and behaviour, and it’s a major change management challenge, taking a great deal of time and hard work from everyone involved. Using the cultural web, organisations can create a cultural environment that encourages success, supports it’s objectives and, encour-ages productivity.

Figure 4. Cultural Paradigm ExplainedStories Rituals & Routines

What stories do people currently tell about your organi-• sation?What reputation is communicated amongst your cus-• tomers and other stakeholders?What do these stories say about what your organisa-• tion believes in?What do employees talk about when they think of the • history of the company?What stories do they tell new people who join the com-• pany?What heroes, villains and mavericks appear in these • stories?What are the sports values and beliefs?•

What do customers expect when they join the organi-• sation or the sport?What do employees expect?• What would be immediately obvious if changed?• What behaviour do these routines encourage?• When a new problem is encountered, what rules do • people apply when they solve it?What core beliefs do these rituals reflect?•

Symbols Organisational Structures

Is company-specific jargon or language used? How • well known and usable by all is this?Are there any status symbols used?• What image is associated with your organisation, look-• ing at this from the separate viewpoints of clients and staff?Are there any role models? What image do they por-• tray? Are they relevant?What is the brand image or identity of the sport?•

Is the structure flat or hierarchical? Formal or informal? • Organic or mechanistic?Where are the formal lines of authority?• Are there informal lines?• Whose contributions are valued most?• How do different departments work together?• Is there cross sport communication and working?•

Control Systems Power Structures

What process or procedure has the strongest controls? • Weakest controls?Is the company generally loosely or tightly controlled?• Do employees get rewarded for good work or penal-• ised for poor work?What reports are issued to keep control of operations, • finance, quality, customer service etc...?

Who has the real power in the organisation?• What do these people believe and champion within the • organisation?Who makes or influences decisions?• How is this power used or abused?•

Tight cost control and low pricing, at the expense of qual-ity, is often seen in organisations heavily reliant on financial support; commercially the ETTA offers many products at a low price, and are a cost focussed rather than customer focussed business. In the competitive sports industry a fine balance between cost focus and a differentiation strategy is needed, inserting any future products correctly into the market. Value for money and value added are important principles for the ETTA to adhere to in this process.

Competitive Business Strategies are becoming increasingly prevalent when looking at ways in which to gain a competi-tive advantage over a company’s competitors and become a market leader. This type of competitive strategy may also be used by the market leader when looking at decreasing their competition’s size of the market share, increasing their own stability, power and ultimately success. Hunger (2001) describes business strategy as being competitive (bat-tling against all competitors for advantage) or co-operative (working with one or more competitors to gain advantage against other competitors) or both.

It is therefore imperative that the ETTA positions itself by leveraging its strengths (Porter, 2004); identifying those strengths as either a cost advantage or differentiation from the marketplace. By applying these strengths in either a broad or narrow scope, three generic strategies result: cost

leadership, differentiation, and focus. Such strategies are generic and are not company or industry dependent.

Target Scope/Competitive Advantage

Low Cost Product Uniqueness

Broad (Industry Wide) Cost Leadership Strategy

Differentiation Strategy

Narrow (Market Segment) Focus Strategy (low cost)

Focus Strategy (differentiation)

Cost Leadership Strategy This generic strategy calls for being the low cost producer in an industry for a given level of quality. This is typical of the current and past practice of the ETTA, developing a product base but ensuring that the end user either received the product for free or at less than market value. It is due to the employment of this strategy that the current culture within the sport is one reluctant to invest and a business model reliant on external grants. Porter (2004) argues that the company sells its products either at average industry prices to earn a profit higher than that of its rivals, or selling at a price below the average industry prices in order to gain an increased market share. This model has not been fully in-corporated within the ETTA, as trade companies dominate in terms of profit; to challenge this would be to challenge the sport’s culture.

Some of the ways that companies acquire cost advan-tages are by improving process efficiencies, gaining unique access to a large source of lower cost materials, making optimal outsourcing, or avoiding some costs altogether. If competing companies are unable to lower their costs by a similar amount, the company may be able to sustain a competitive advantage based on cost leadership.

Differentiation Strategy Hunger (2001) comments that a differentiation strategy is the ability to provide unique and superior value to the buyer in terms of product quality, special features, or customer service. The value added by the uniqueness of the product may allow the company to charge a premium price for it. The company hopes that the higher price will more than cover the extra costs incurred in offering the unique prod-uct. Internally the ETTA will struggle to implement this type of strategy due to its current product offer, but can com-pete against fellow trade organisations in the table tennis industry. SportsLog, the online player logbook is an exam-ple of a new product that differentiates itself internally within the market, but also externally, offering a generic product across sport with the addition of mobile app technology. In the case of product or service differentiation the ETTA has greater control over pricing, even if suppliers increase their prices the ETTA may be able to pass along the costs to its customers who cannot find substitute products easily. The risks associated with a differentiation strategy include imitation by competitors and changes in customer tastes. It is therefore imperative that the ETTA continue to consult its stakeholder base to ensure customer requirements are met.

Focus Strategies Hunger (2001) commented that ‘lower cost or focus strat-

egy is the ability of a company or a business unit to design produce and market a comparable product more efficiently than its competitors.’ The focus strategy concentrates on a narrow segment and within that segment attempts to achieve either a cost advantage or differentiation. The idea is that the needs of the group can be better serviced by focusing entirely on it. A company using a focus strategy often enjoys a high degree of customer loyalty, and this en-trenched loyalty discourages other companies from com-peting directly. This is a difficult strategy for the ETTA to uti-lise as currently there are no fixed assets (buildings/venues) in the ETTA portfolio; additionally when producing products in mass quantities, due to capacity, it is difficult for the ETTA to compete unless using a fulfilment service, which in turn creates a cost, therefore reducing the ability of the ETTA to achieve a focus strategy. Technology is a potential solution here, providing an accessible product which requires little equipment for the end user.

These generic strategies are not necessarily compatible with one another. If a company attempts to achieve an ad-vantage on all fronts they may fail and achieve no advantage at all. For example, if a company differentiates itself by sup-plying very high quality products, it risks undermining that quality if it seeks to become a cost leader. Even if the quality did not suffer, the company would risk projecting a confus-ing image. For this reason, Porter (2004) has argued that for a company to be successful in the long term, the com-pany must select only one of these three generic strategies. Otherwise, with more than one single generic strategy the company will be ‘stuck in the middle’ and will not achieve a competitive advantage. This is not always true, custom-ers often seek multidimensional satisfactions such as a combination of quality, style, convenience, and price. There have been cases in which high quality producers faithfully followed a single strategy and then suffered greatly when another company entered the market with a lower-quality product that better met the overall needs of the custom-ers.

As a result of this the customer can often be the determi-nant of how successful the company can be, rather than the strategy which is employed. This type of customer fo-cus is difficult for an organisation such as the ETTA as it is commercially weak, relying heavily on external finance, generating approximately 16% (2010) of turnover from op-erating activities. Some companies may use these generic strategies but not offer what the customer actually wants. Without accurate customer consultation and analysis of the generic strategy model the company may fail, whether they employ one or more of the possible strategies. For the ETTA the choice involves cost leadership and differentiation; it is imperative that each marketplace sector is catered for ef-fectively. Coach and participant modelling are two tools that afford the ETTA an opportunity to achieve such strategies and maximise profitability in the market.

There is one caveat with such a policy however; the model as outlined by Porter (2004) does not account for change in government, legislation or the economy, and as such the ETTA must be careful, basing decisions on significant evidence. Additionally the capability of the company is also not taken into account; a small NGB such as the ETTA has

Epistemological Congruence is the study of shared expectations within any group; this is especially significant when describing coaching and coach educa-tion. Within any coaching environment expectations exist of performance from all stakeholders. The ETTA Coaching & Performance Department witnesses ex-pectations from each stakeholder group as described in Figure 6. It is perhaps those of the funding partner, board and coaches that are currently paid greatest respect, whilst neglecting other groups. The coach is often at the heart of any club and as such it is here, along with the participant/customer, that any con-sultation process begins. The goal of this strategy is to develop a world class coaching system, one which benefits all stakeholders, and as such must share their expectations, acknowledging them where possible.

Figure 6. Epistemological Congruence Model (Jones, 2011)

Whilst achieving epistemological congruence a series of skills are required by all those involved; ensuring that values are homogenous coupled with a set of heterogeneous skills, highlighted by Jones (2011) in figure 7. Chelladurai’s (1990) multi-dimensional model of leadership is also relevant to implementation of this strategy, accounting for all features of the sport and coaching, the required or preferred behaviours of the membership and how this impacts on both per-formance and member satisfaction, a fine balance exists between these two performance measures; stakeholder engagement is crucial to maintain such a balance. Several key strategic themes are included here, all of which require the consultation of appropriately skilled individuals, including but not restricted to the education sector, coaching, business management, sales, and marketing. With-out involvement from these sectors there is little chance of achieving maximum potential.

Figure 7. Performance Recruitment Model (Jones, 2011)

3.4 Shared Expectations/Epistemological Congruence

limited capacity, funding restraints and may struggle when moving from its current market, broadening the strat-egy and moving into another market. It is vital that when approaching the HE and education sectors that the strat-egy, products and service are correct; to achieve this research is key.

Additional strategic theory includes Porter’s five forces model as seen in Figure 5. Focussed much more on the market place and competitive rivalry which exists; it is imperative that the ETTA consult such theory, particularly in reference to any pricing strategies. Customers will always have an impact on any industry, no matter what it sells. This is because no one wants to pay anything above what they would con-sider to be a good and fair price for a product.

Figure 5. Five forces model (Porter, 1985)

The ETTA is currently only a supplier for specific resources and as such has limited power within the marketplace; this coupled with elements such as trade committee and the current gov-ernance structure make it difficult to penetrate and the market, ensuring future success. The ETTA has many opportunities to reverse this trend, particularly in terms of equipment pro-vision and sales, positioning itself as a supplier, establishing greater strength; equipment can carry ETTA branding and with prior knowledge of all new programmes and initiatives buy in bulk, allowing the ETTA to underprice its competitors.

Competitiveness is required by any industry in order to maintain equilib-rium between the buyer’s power and the supplier’s power. If there are many competitors within the given market it is more difficult for one company to price their product at a higher lev-el than its competitors. It is however possible for a company to price their product higher than competitors if they can differentiate their product and offer something which the competitors may not be able to.

3.5 GovernanceNational Coaching CommitteeThe restructuring of the National Coaching Committee has been the first step in establishing a clear direction for coach-ing in table tennis in England. The committee aims to drive forward, develop and promote coaching to all participant groups within table tennis in England. It’s purpose shall be to:

Have overall responsibility for the NCS.• Determine the composition of, and terms of reference • for Regional Coaching Coordinators and their appoint-ment.Review the implementation of the UKCF.• Review the work programme for the Coach Education • Manager Review the work programme for the Talent & Coaching • Manager in conjunction with the ETTA Selection depart-ment.Liaise with all external bodies as appropriate to coach-• ing.Organise and be responsible for the ETTA Skills Award • Programme.Be responsible for the policy for the NRSC.• Share good practice in each of the 3 areas (Coaching, • Performance and Disability).Provide an environment at which challenges or issues • can be raised and relevant action can be taken to sur-mount these challenges.Disseminate relevant information relating to key coach-• ing policies relating to and of the 3 areas for members awareness and to be integrated within any project de-veloped, where appropriate.Provide a collective voice for each of the 3 areas to keep • it high on policy agenda.

Each member of the group will be responsible for dissemi-nating information back to relevant staff members.

Regional Coaching CommitteesCurrently there exists an informal regional coaching com-mittee, formed by the Regional Coach (full time ETTA em-ployee) and the Regional Coaching Coordinator (voluntary). With the growing demands of each region, and the known demographics, it is impossible for a two person team to successfully assess, establish and deliver the appropriate level of support which is required. It is proposed that a larger committee grow over time, to incorporate a coaching coor-dinator from each county, meeting in a formal environment at least once per annum. A forum of this nature can then feedback to the National Coaching Committee via a set of minutes, action points and an overall strategy for the region at local level.

Licensing & Registration of CoachesThe ETTA has for a number of years operated a licensing system based on the premise of a national coaching regis-ter or database and an umbrella insurance policy; insuring coaches for coaching activities within an ETTA affiliated en-vironment. Since April 2010 the Coach Licence has been a mandatory requirement of any active coach under the Rules and Regulations of the ETTA. Additional benefits have been and continue to be developed in order to introduce a con-tinual professional development system and accompanying resources. Over time it is proposed that the Coach Licence will bring with it a requirement of coaches to complete a given number of hours learning within each licence period to maintain their licence. This number is yet to be decided but can be completed using the following examples: con-ferences, e-learning, coach education workshops, external agency workshops etc.

Education Workforce LicenceThe ETTA education workforce are currently recruited and trained by the Coaching & Performance Department. There is little requirement for CPD, and the workforce are only re-quired to be a licensed coach and attend an annual orienta-tion. Orientation or standardisation will become a mandatory requirement for all qualification delivery from 2011. It is pro-posed that an education workforce licence be introduced across all qualifications, requiring staff to be working towards or completed relevant training to deliver qualifications. Once licensed the workforce will be able to sell ETTA courses, earning the delivery fee and partake in a profit share agree-ment with the ETTA. Each licence holder will be contracted to the ETTA to commit to a minimum level of delivery and also abide by the terms and conditions of the licence, failure to do so will result in revocation of the licence.

Creation of an ETTA Coaches Association aims to bring an identity and recognition to the excellent work completed by the coaching workforce. Currently there is little, if any branding or marketing of coaches.

It is proposed that a Coaches Association be introduced to incorporate or supersede the Coach Licence. The new association requires a marketing presence, both tangible and intangible.

The benefits of being part of the Coaches Association would include those currently offered under the Coach Licence scheme, with some additional products. These would include photographic identification (enabling an easy identity check when entering schools for example) and branded clothing. It is also the intention that the Coaches Association seek sponsorship to link to an es-tablished and successful commercial brand.

ETTA Coaches Association

3.6 Coaching in EducationHigher and Further EducationThe ETTA has previously not engaged with the HE/FE sector with regards to coach recruitment, deployment or educa-tion, except at Level 4 with the University of Central Lan-cashire (UCLan). The HE/FE sector offers sports a unique opportunity to recruit a highly educated coaching workforce. This is currently difficult to achieve at the lower qualification levels due to a number of factors; including but not restricted to cost, location, course content and course information.

Currently the UKCC qualifications at levels 1 and 2 are not delivered in a modular format and as such are extremely dif-ficult to accredit prior learning against. At level 3 and 4 this is not an issue however, but with the highly technical nature of the sport it would be unreasonable to expect an educated or experienced individual, or coach from another sport to APL/APEL against these qualifications as they would need to complete the earlier levels prior to this. A modular approach to the learning programme can and should be adopted as part of this strategy, along with a comprehensive, fair and consistent recognised prior learning system.

HE/FE are also critical partners in the coaching and player support system. It is within HE/FE that academies can be established and/or supported by sports science and medi-cine specialists. Playing facilities and accommodation can also be offered by such establishments. For coaching how-ever HE/FE differentiates into course delivery sites, an expert coach educator workforce, an established monitoring and evaluation mechanism, valid, ethical and reliable testing and pilot facilities of new products and much more. To establish links with an HE/FE institution as a national base, and future regional centres would offer coach education and player de-velopment a more dynamic and evolutionary approach.

AASE - Advanced Apprenticeship in Sporting ExcellenceAASE currently operates as a partnership with Loughbor-ough College, and is delivered as a distance learning pro-gramme with seminars or workshops taking place at the English Institute of Sport in Sheffield during year 1 of the programme. The NVQ qualification is managed and verified by Loughborough College, with funding also drawn down by the partner college. Budgets are agreed between the ETTA and partner college with the remaining surplus being paid to the ETTA for the elite and talent development market seg-ment.

Currently the programme does not integrate any coaching qualifications, accredited or otherwise, despite this being a significant opportunity for recruitment. Future proposals in-clude the addition of the UKCC endorsed 1st4Sport Level 1 Award in Coaching Table Tennis as a requisite for comple-tion of the NVQ; with an optional pathway module including the UKCC endorsed Level 2 Certificate in Coaching Table Tennis. Approximately 25 candidates per year will enter this qualification, affording the ETTA an opportunity to gain tech-nically competent coaches at an earlier stage in their per-sonal and professional development.

SchoolsThe primary and secondary sector offer significant opportu-nities for the ETTA. They have the potential to be the founda-tion of the talent system, and a stable base for coaches to work and develop, alongside the recruitment opportunities from approximately 25,000 schools nationwide. To date the ETTA has focussed primarily on the recruitment of young leaders and volunteers due to the qualification prerequisites for UKCC coach certification; the recruitment pool in the pri-mary and secondary sectors lies solely with adults; teachers, teaching assistants, support staff and parents.

The ETTA developed a series of leadership awards, target-ing the different population groups within schools, including the Teacher Award and Introduction to Table Tennis Award (more technical given the pedagogical knowledge of quali-fied teachers), and the Introduction to Coaching focusing on the pedagogical aspect of coaching. Theses courses are es-sentially an entry point for coaching, introducing the benefits of coaching and establishing a knowledge base.

It is questionable whether the current awards are fit for pur-pose and whether the ETTA has best accounted for recruit-ing and developing the sport from schools. It is imperative that the ETTA focuses on the National Curriculum, not solely for physical education but with other subject matter such as mathematics and physics amongst others. Highlighting the benefits of table tennis to schools and the pupils should be an increasingly high priority in order to better grow and sustain table tennis in England.

The ETTA must therefore approach a restructure of the cur-rent school product base, assessing the requirements of the population groups, what capacity exists, and develop ap-propriate qualifications. There is potential that such qualifica-tions may form part of the UKCC Level 1 with those com-pleting prior to the course gaining recognised prior learning credit.

Early YearsThere exists currently theory surrounding the FUNdamentals and multi-skills of sport and their delivery to children at the very first stage of development. The ETTA should support both courses in FUNdamentals and Multi-Skills and their role within early years learning, along with adding both to the CPD suite emerging for table tennis coaches.

The development of table tennis players requires high coordi-nation, balance, flexibility, agility and reactions; all such skills form the early years qualifications and session delivery.

UKCCUnder the UK Coaching Framework (UKCF) the ETTA made the decision to seek United Kingdom Coaching Certificate (UKCC) endorsement, gaining access to financial and op-erational support, improving coaching standards and to de-velop a sustainable World Class coaching system.

Creating a ‘professional’ coaching workforce is imperative, challenging coaches to constantly develop; table tennis has failed previously as education systems have allowed qualifi-cation without the need to re-educate at any stage. Coaching in sport is in perpetual development, constantly challenging best practice; table tennis can be no different. The Coaching & Performance Department appreciate that we have many high quality ETTA coaches but must evolve; to maintain such quality it is vital that reflective practice, continual professional development and licensing are implemented; these are all part of the UKCF and UKCC.

The ETTA has, since 2006 transformed the previous qualifi-cations (Levels 2-4, Club Coach, Diploma etc) into a series of UKCC endorsed qualifications accredited by an awarding body, 1st4Sport. There are currently 4 coaching levels which are designed against the National Occupational Standards for Sports Coaching and are endorsed annually by scUK. Each of the qualifications fits the traditional coaching model but is aimed at ‘professionalising’ coaches and establishing a ‘fit for purpose’ workforce. The qualifications are:

Level 1 Award (L1ACTT)Successful candidates will be qualified to plan and deliver ba-sic table tennis coaching activities, normally under the direct supervision of a more qualified coach. Currently the ETTA and Home Nations model (as set by the National Source Group for table tennis) allows Level 1 coaches to work un-supervised (using appropriate resources), effectively labelling them as a full or lead coach. This level of responsibility for a coach so early in their career is unwise and ineffective in the long term for the sport; coaches are only educated as to the basic strokes, rather than more advanced play which is required when moving players through each developmental phase.

A strategic change is required from the National Source Group, reviewing current policy, and insisting that to be a lead coach the individual must have attained Level 2. This situation is not only impacting player development but also the coach pathway and model, effectively stalling the con-veyor belt of progression with fewer coaches progressing to Level 2 and beyond. This shift in policy needs to be es-tablished in conjunction with club development, ensuring that each club has appropriate provision of coaching for its members. This approach must also be phased in over a pe-riod of time, allowing those existing Level 1 coaches time to complete the next stage in their learning.

Level 2 Certificate (L2CCTT)The Level 2 qualification builds on the planning and evalu-ation skills learnt at Level 1, and involves a more advanced level of technical knowledge. At this level, coaches would be

expected to demonstrate more of an ability to analyse and improve the performance of their players, and act as the lead coach. The course currently operates over the course of 4 days, with some home study. It is important where necessary to be innovative with the course programme, particularly at Level 2 in order to reduce the cost to the end user, encour-aging more coaches to take up the opportunity to continue their learning. In addition to this, with a change in policy re-garding Level 1 coaches no longer being able to work unsu-pervised in some or all environments, greater stress will be placed on the network of venues and workforce available to deliver the course programme; consideration must be given to this.

Level 3 Certificate (L3CCTT)The Level 3 certificate is delivered over 8 days and is based at Lilleshall National Sports Centre in the Midlands. The course covers a variety of technical coaching disciplines in-cluding physiology, psychology, periodisation, biomechanics and performance analysis. Tutors are experts in their respec-tive field with many having a table tennis background. The course is aimed at the developing coach, working with play-ers approaching or already participating at elite level. This is a demanding course which requires significant off-course time to complete session plans and deliver a high number of coaching sessions and as such is completed over a one year period.

The course is currently charged at a significant cost to the candidate (£1,100) and as such is a deterrent and barrier to entry. Through innovative practice and learning from other sports it is possible to reduce this cost, whilst improving the programme. It is proposed that the technical modules are re-structured and delivered as prerequisites regionally by the Regional Coaches; in addition to this process both internal assessments will be conducted in a local environment for the candidate, assessed by the regional coach. These changes, whilst only minor, have the potential to reduce the cost of the course by over 20%. In addition to these changes it is proposed that in order to further enhance the community of practice created on course all candidates complete Skype™ calls with both their regional coach and fellow candidates prior to their independent assessment and completion of the programme.

Level 4 Certificate/Postgraduate Diploma (PGDip)This course aims to create an education which is intellectu-ally and academically challenging but is also clearly focused on the vocational needs of the sports coaching industry, generating practitioners who can challenge and develop ex-isting systems and processes. It aims to challenge current practice and provide a platform to experiment and innovate. The PGDip Elite Coaching Practice programme has been designed to provide a high quality educational experience for existing UKCC level 3 coaches within the sports sector. Emphasis throughout the programme is therefore placed on developing the coach’s critical reflective and analytical skills from both a theoretical and applied perspective.

The modules that feature on the programme have been care-fully devised using several industry partners to develop cog-nitive skills in a number of areas relevant to Sports Coaching and ensure a blend of theoretical and practical issues de-signed to increase awareness of, and enhance and improve

3.7 Coaching Qualifications

application to population specific environments. Furthermore, the curriculum has been designed to meet the needs of the UK Coaching Framework and aligns closely with the skills and knowledge required for UKCC level 4. This does not mean that you are entitled to a level 4 qualification on successful completion of this award, but does allow you to use the knowledge and un-derstanding gained from this course as evidence. The curriculum will cover subject areas that apply to the four generic pathways identified by the UK Coaching Certificate. These are:

Children’s coach• Participation coach• Talent development coach• Elite performance coach•

The partnership with other sports (Pentagon Sports) has proven a significant and valuable undertaking for the ETTA. The programme has, in its infancy, already had a profound impact on table tennis coaching, impacting on areas such as the warm-up and physiological testing. Continued development of the Level 4 programme, constitution of Pentagon Sports as the exam board, investment for candidate bursaries and development of the sport specific in-terventions are critical to the success of this programme and the advancement of table tennis coaching. It is proposed that all regional coaches are registered onto this programme during the time frame of this strategy, along with National coaching staff; additional to these candidates strategic recruitment from the volunteer coaching base is needed; ensuring production of elite coaches for all pathways. BridgingBridging provides existing ‘Home Country NGB’ coaches (eg. ETTA Level 2-4) with a simple route to UKCC accreditation. There exist a number of gaps between the learning programmes of the previous NGB qualifications and the current UKCC Level 2; the Bridging course aims to fulfil these identified ‘gaps’ between previous certificated and/or evidenced learning or achieve-ment against the learning outcomes to ensure that all coaches are delivering current recognised best practice. Existing coaches are being given ‘credit’ for their earlier learning within their Home Country qualification and have been exempt from parts of the full 4 day L2 CCTT course. Bridging offers a coach the important opportunity to develop and find out about changes in coaching practice; resulting in the delivery of improved practice. Many coaches gained their qualifications many years ago and might not have attended any form of training since. It is important for any coach to continue to develop to reach their potential; completing the Bridging course ensures coaches meet present day national occupational standards.

The opportunity to bridge to UKCC endorsement ends on 1st January 2013 which will mean that any coach without a UKCC qualification will no longer be recognised under the rules of the ETTA as a coach. The ETTA qualification will not be taken away from the coach but will no longer be recognised for licensing and registration purposes. Bridging offers table tennis the opportu-nity to continue to benefit from the years of knowledge and experience of all of the ETTA qualified coaches, add more value, and deliver quality coaching. Only with this will table tennis players, clubs and coaches achieve maximum potential.

Regional coaches, tutors/assessors and the ETTA National Coaching staff are available to support bridging candidates through the process. It is imperative however that the ETTA establish an incentivised scheme for those coaches that are yet to bridge; this could be achieved through licensing and premier club benefits for example. It is vital in the short to medium term that these coaches are retained and retrained to benefit the sport and any new coaches. Due to the age demographic of coaching in table tennis it is vital also that recruitment of new coaches is targeted in the short term to avoid any future shortfall in coach provision. The coach modelling process will enable the ETTA to better understand its future requirements and tailor this strategy to suit.

Continuous Professional Development (CPD)Continuing Professional Development (CPD) is the process by which coaches maintain, improve and broaden their coaching knowledge and skills and de-velop the personal qualities required in their professional lives. It is in both the sport’s and table tennis’ interests that all coaches continually refresh or add to their existing knowledge and skill base. Effective use of training and educa-tional programs will always lead to an improved coach.

The coaching environment is rapidly changing, where legislative, social, technological and economic develop-ments have an increasing influence on the way in which we coach. CPD op-portunities provide a means whereby we can keep abreast of these changes, broaden our skills and be more effective in our coaching.

CPD can be part of an individual’s per-sonal ambition to be a better coach, enhance career prospects or to sim-ply increase confidence. CPD can also provide a route to higher qualifications or the opportunity to work with differing standards of player. It can also be re-quired by professional bodies to main-tain a coach’s professional status.

CPD can take many forms including attendance based courses, distance learning, e-learning, workshops or con-ferences. It is essential that coaches constantly seek improvement and com-plete CPD on an annual basis, ensuring that best practice is always delivered.

CPD will become part of the ETTA Coach Licence Scheme in the future, ensuring that coaches complete addi-tional training or increase their knowl-edge base each year. The Coach Li-cence is currently in a transitional phase with the ETTA sourcing new exciting benefits for all licence holders.

ETTA Coach Education Workshops are organised by each Regional Coach. Topics for all workshops are devised by the Regional Coaches according to de-mand within each region. Attendance at all Coach Education Workshops is recorded by the ETTA Coaching & Per-formance Department, recognised as CPD and added to the coaching data-base.

3.8 ResearchResearch is an integral part of sports development and coaching. Table tennis has previously not engaged success-fully in the research sector, namely HEIs, to generate sport specific data on which to build the sport. There are a number of opportunities existing in higher and further education to grow, sustain and excel the sport of table tennis. The cost of research is dependent on a range of factors, including but not restricted to the research reputation on the institu-tion and its staff, the type of researcher involved, and the academic level of research. Research seated in HEIs has the benefit of being ethical, valid and reliable. Engagement with the research sector requires a financial commitment from the ETTA from which the following types of research can be commissioned.

Leader AwardsETTA Coaching & Performance Department currently offers three leader award courses:

ETTA Introduction to Table Tennis Award - 3 HoursThis award is suitable for anyone wanting to learn about the sport of table tennis for the first time. It is mainly a practical course with some theory which provides an introduction to starter table tennis skills.

ETTA Introduction to Coaching Award - 6 Hours This award is suitable for parents, sixth formers, candidates for the Duke of Edinburgh’s Award, table tennis players or those who work within the youth or leisure/sport services. It is mainly a practical course with some theory, and provides an introduction to the pedagogy of table tennis coaching.

ETTA Teacher Award - 6 Hours This award is suitable for qualified or student teachers. It is mainly a practical course with some theory, and provides an introduction to the technical side of table tennis coaching.

ETTA Change4Life Award - 6 HoursThis award was designed for the Change4Life programme, introducing the theory and practice of leading in table tennis to a new audience, pupils in secondary schools in England setting up new school clubs.

The aims of these courses are to: enable participants to or-ganise safe, enjoyable and purposeful table tennis activities suitable for their environment; inform participants about the basic skills required at the starter level; enable leaders to organise suitable competitions for their participants; inform leaders about further opportunities for their participants to take part in table tennis in the community as officials, um-pires and coaches.

Future DirectionThe English Table Tennis Association (ETTA) now seeks to establish a scheme of work which incorporates table tennis as a vehicle for learning across the curriculum, utilising the key ingredients of the existing leader awards, but focussing on the differentiation in learning styles of each population group. This strategy aims to provide a course for leaders working with the following groups:

Key Stage 1• Key Stage 2• Key Stage 3• Kay Stage 4• Young Adults• Adults •

The overall approach is to devise opportunities whereby the current national curriculum can be adapted for links with ta-ble tennis. The way that schools are working to develop new learning opportunities through a more exciting curriculum should enable this inclusion to be achieved. It can contrib-ute to the Every Child Matters Agenda and the whole vista of opportunities under personal, social and health education. It seeks to cater for all educational needs; encompassing cur-rent headings, for example, of the numeracy/literacy agenda, gifted and talented, and disability and learning difficulties.

It is also perceived as an effective learning opportunity for pupils who may be under-achieving and will stimulate their interest in the curriculum as a whole. It should have the ca-pability of addressing aspects of differentiation, planning and assessment to ensure that different groups of pupils acquire new knowledge, understanding and skills so that they can progress successfully across the key stages.

It will also include the opportunity to enhance the subject knowledge, pedagogy and practice of teaching and support staff. Hopefully this will impact positively on the experienc-es, progression and engagement of children across all key stages through increasing teachers’ understanding of these areas.

It will seek to offer learners at all stages the opportunity to gain leadership, coaching and standards awards. Addition-ally these aspects would be extended to include teachers, support staff and parents thus raising the profile of table ten-nis as an inclusive sport.

The final product is envisaged to cater for school based delivery of table tennis, offering a learning programme, re-source base and leader award system designed to engage all learners; placing table tennis at the forefront of national curriculum delivery.

The ETTA, National Coaching and Selection departments aim to establish a central mechanism for the delivery of sports science and medical support to elite and perform-ance table tennis players. Within this process the following objectives have been set out:

Improve the quality and quantity of sports science and • medicine support nationally. Establish a network of educational courses appropriate • for TASS athletes on which table tennis players can en-rol. Establish an athlete testing, profiling and planning sys-• tem which can be used at elite and talent development levels. Establish a research centre for the sport of table tennis.• Provide an environment which challenges athletes to • improve. Establishment of a recognised or satellite centre for the • delivery of UKCC endorsed table tennis coaching quali-fications.Establish a series of regional training centres of excel-• lence for use by the ETTA Performance and Regional Squads, and High Performance Clubs.

The following elements or disciplines within player develop-ment, sports science and medicine are required:

Exercise Physiology - Test-• ing and Planning

Physiotherapy and Sports• Therapy

Medical support• Performance Analysis•

Sports Psychology• Biomechanics•

Athlete Lifestyle Support• Elite Training Facility•

Education AccessPlayers that are currently part of the TASS programme are required to complete a number of hours per year within for-mal education. As part of this strategy it is proposed that HEIs are involved in the sourcing and selection of appropri-ate courses for each player. Players can either be enrolled at one central HEI or a regional satellite HEI, dependent upon the level of engagement.

3.9 HE, Performance Coaching & Player Development

HEI Staff/Department ResearchMost costly due to engagement with a series of staff within a department. Inherent advantages include the diverse range of staff experiences and skills, contributing to the overall project. Many staff are now practitioners in their own right, an added benefit given the increased knowledge base firmly established from real world experience.

Doctorate/PhDThis type of research is more costly and time consuming. Typically an individual post-graduate student (with the ben-efit of a tutor support system) would research a particular subject area within the sport over a period of 3-7 years. Research of this type would perhaps be most beneficial in reviewing the overall impact of the UKCF, WSP funding and coach development. Research completed by this type of stu-dent would produce a report ranging from 50,000 - 100,000 words. An advantage with this level of engagement, despite being costly, is the desire of the candidate to complete and gain their doctorate.

Masters (MPhil/MSc/MA)A smaller scale research project compared to a doctorate but often with a similar caliber candidate. Engagement is with a single candidate (with the benefit of a tutor support system) to compile a report in the range of 15,000 - 20,000 words.

Undergraduate (BA/BSc)An extremely cheap option for research but often varied in terms of quality. Students at this level are not proven gradu-ates and therefore an unknown quantity as a researcher. Students at this level can complete individual assignments (approximately 2,500 words) to full dissertations with re-search rationale (approximately 10,000 words).

Research PartnershipAn opportunity exists to create a research partnership with the University of Central Lancashire (UCLan), the current UKCC Level 4 HEI partner, which would encompass all lev-els of research; choice dependent on research topic, length, detail and importance. It is proposed that UCLan are estab-lished as the ETTA partner, using the significant academic staff and student research base and the newly formed Insti-tute of Coaching and Performance (ICaP).

A secondary benefit of this partnership is that of staff devel-opment and training for the ETTA, particularly coaching.

Educate - Virtual Learning EnvironmentA VLE or Virtual Learning Environment is an online system providing remote access to a permission based group of us-ers; affording the organisation improved access to learning and if used effectively allowing an added teaching tool. It will act as a web based ‘front end’ for the coaching database which will allow for greater access to coaching data across the ETTA. Currently only the head office coaching staff have access to the database and it is only accessible via a PC and Microsoft Access. It is proposed that this web based ‘front end’ will provide remote access through an Internet browser.

This system will allow the ETTA to advertise and communi-cate directly with coaches as a whole, as individual groups (for example just UKCC Level 1 coaches or coaches in the Eastern Region). The ETTAs communication with its work-force would be significantly enhanced and will put the ETTA at the forefront of coach management and licensing across sport in England. A system of this nature offers the oppor-tunity to significantly reduce head office administration and allow the department to focus on coach and course devel-opment. Previously staff members have been inundated with requests either by telephone or email from coaches and tu-tors which could be managed electronically. If the current system persists the chance of departmental and staff devel-opment is highly restricted.

SportsLog - Online Player LogbookThe ETTA have now designed and built an online logbook with the aim of improving player and coach development across the sport. The online player logbook aims to provide

3.10 Technology in Coaching

Frequency of SupportThe level and frequency of support would depend on the athlete and the stage in their development to becoming world class. Delivery of support would either be at the na-tional performance centre at the English Institute of Sport, Sheffield or at the successful central or regional HEI.

Satellite Centre DeliveryIt is proposed that the ETTA/BTTF would have an agreement with one single HEI for the provision of the outlined services but that the HEI has the option to link with other bodies re-gionally or nationally to achieve the objectives of the sport. This may involve a single HEI managing the process with a network of HEIs providing the service locally to players.

Regional Centres of ExcellenceThe ETTA currently uses club venues for regional training and high performance clubs. Whilst these centres function well as a training venue they are unable to provide all ele-ments required for training and player development towards the elite level. This strategy highlights the need for greater provision, a commodity that is easily accessible at HEI’s in England. Establishment of a Regional Centre of Excellence at an HEI in each of the 10 regions is the preferred method of delivery of talent development. To achieve this aim a part-nership (centrally controlled by either the ETTA or a lead HEI with support of the ETTA).

Elite Coach DevelopmentIn addition to player development the establishment of a central mechanism for the delivery of education to elite coaches is required. This mechanism exists as a partnership between Pentagon Sports (ETTA as a member organisation) and UCLan. A series of CPD courses are to be designed for coaches qualified at UKCC Level 3 and Level 4. The con-cept is to ‘fill in the gaps’ between the levels and provide ongoing learning for coaches working at the elite level. This level of provision in its infancy is directed towards the High Performance and Talent Development coaching pathways. CPD courses will involve candidates from a range of sports, ensuring learning is ameliorated at every opportunity.

Central to the development of elite coaches however are the UKCC Level 3 and 4 qualifications. The ETTA aims to progress all coaches working in the talent development sys-tem to a minimum UKCC Level 3, but where possible Level 4. In future, recruitment of new staff should focus on those coaches that have completed, or are in the process of com-pleting these qualifications. The ETTA will therefore in the short term operate a selection process for candidacy onto these qualifications.

FinanceThe ETTA does not currently have the finance available to purchase the services highlighted in this proposal but seeks where possible to achieve this with in-kind payments of ath-lete data and research subjects, along with the kudos as-sociated with a partnership with a National Governing Body, and being the preferred research body for table tennis in England; advertising opportunities will where possible also be extended to interested HEIs. Students (Post-graduate and under-graduate dissertation completion) would have access to any collected and analysed data for their own re-

search and publication.

Coach Education links are also a possibility with the de-velopment, support and delivery of programmes including UKCC Level 3 and the Advanced Apprenticeship in Sport-ing Excellence (AASE). This type of relationship would likely support any institutions application for SkillsActive/scUK endorsement of their Sports Coaching degree pathway. In addition cost reduction for UKCC and ETTA Leader Award course delivery can be explored.

all players with the tool to record every aspect of their table tennis season. Including a calendar planner, goal setting, training log, nutrition, illness, injury, competition and well be-ing logs. Players will be able to record details of every ses-sion, updating all coaches that they work with from club to international levels. The logbook is accessible via an online portal (www.sportslog.co.uk) and using an App developed for the Apple iPhone, iPod Touch and iPad devices.

Explore - Coach Planning & Development ToolProviding a video, text and image based coaching and lead-er development tool. The product will contain powerful and engaging content, and be an interactive guide aimed at the delivery of table tennis in any environment. The intended tar-get audience for this product are current and potential future English Table Tennis Association members, the education sector and the social or informal market. The system will include online coaching videos, Coaching content for begin-ners through to elite, content in line with UKCC and Intro-ductory Award courses, online interactive session planning tool linked to video, images and text to improve planning and delivery of sessions in schools and clubs, Games for beginners to intermediate level, Practices to improve tech-nique and skill level, Skills to highlight the important facets of the game required to win and develop, Risk Assessment templates, Health & Safety information, and much more.

Vault - Qualification Resource CDUsing a CD for the resources, both for tutor delivery and candidates, removes the need to print resources and for the ETTA to receive candidate packs from 1st4Sport. Candi-dates requesting paper based resources will still be catered for but this should reduce overall costs. This proposal sets out to significantly reduce costs and administration time in the preparation of candidate resources and courses. With the introduction of a resource of this nature the ETTA has the opportunity to reduce officer time and increase course numbers, also focussing more time on the individual coach and their needs.

Spotlight - Deployment for CoachesAs highlighted in the UK Coaching Framework coach deploy-ment requires structure, governance and ease of access. The ETTA has developed an online portal named ‘Spotlight’ which provides details on upcoming events, clubs, venues, tables and coaches to the end user.

All ETTA Licensed Coaches will automatically be added to the system (unless the coach opts out of the system) and categorised using their qualification, location and affiliation to an existing ETTA registered club. Using this portal any potential employer is able to search and find an appropriate coach to suit their requirements. This system contains little administration and is fully automated and controlled by ex-isting or pending ETTA IT developments.

E-CommerceAn e-commerce approach to future developments is a nec-essary requirement of this strategy. E-commerce affords an organisation many new advantages, such as improved, bookings, online purchasing, up to date sales information, expanding the traditional marketplace, and a reduction in overheads (the costs of production, distribution, storing and

communicating information have been almost erased from company accounts. Soliman (1999) has shown that trans-formation to e-Business is an evolutionary process.

One industry that has successfully engaged with e-com-merce is the airline industry; recognising the fact that any product relies heavily and is directly dependant on informa-tion and its transmission. It is the ease of use, access and speed at which products can be accessed that is appealing to the mass audience. Together with bridging boundaries such as international borders, e-commerce allows an organ-isation to penetrate the entire marketplace rather than exist restricted domestically. The ITTF has 220 member nations with millions participating in table tennis worldwide, a market the ETTA simply cannot afford to ignore.

Current trends in technology developments bring more and more advanced computerised systems and faster and easier access to information resources. Mobile technologies with wireless Internet connections and applications are the latest focus of new developments for implementation.

Valdani (2000, in Jarach 2003) comments that the real chal-lenge relates to the identification of appropriate management solutions which augment the customer-supplier interface, whilst generating new forms of competitive advantage. It is now necessary to grow and sustain a competitive advantage that financial transactions, business functions and the cus-tomer interface are planned and implemented with the aid of digital technology. The most important drivers within the last decade have been societal and so this type of change must consider both social and cultural impacts within the industry, and as such the ETTA must adopt a new inclusive strategy in order to compete with its rivals. Customers are now able to search for the best deal from their home or workplace, the ETTA must recognise this and enter into the online mar-ketplace.

E-LearningE-learning affords the organisation the opportunity to devel-op a blended learning approach to the delivery of qualifica-tions. Currently all qualifications are delivered face to face on course, with some home study; none of this home study is however electronic. There is scope in the short to medium term for e-learning products to be developed for 4 key ar-eas:

Common units at UKCC Level 1 and 2• Sports Coach UK and Running Sport workshops• Youth Sport Trust ‘Coaching Children’ workshops.•

Each of these workshops will be available via the learner management system (Educate) and where possible will fea-ture online assessment. Such developments are required for the modern marketplace, especially for the modern volunteer who has little time to fit in learning and wishes to do so at their own pace. E-learning is also accessible anywhere with an Internet connection, reducing the overheads incurred by the volunteer and ETTA in delivering coach or volunteer edu-cation. This is only possible through 3rd party developments and may not have ETTA branding, it is likely to be generic in nature. It is however proposed, once e-learning has been embedded over time within learning programmes, to source development of key table tennis leader qualifications.

3.11 Recruitment, Retention, Development & Deployment of Coaches: Participation to PerformanceRecruitment Traditional RecruitmentRecruitment from the traditional market (clubs, leagues and schools) continues at an even pace, producing over 400 UKCC Level 1 registrations per calendar year. Not all candidates complete the qualifications (approximate 75% pass rate) but there is a consistent level of recruitment. This level will become dependent on the development of the club and league infra-structure, requiring an increase in activity in these areas. Recruitment from schools continues, but is also dependent on the introduction of table tennis as a curriculum based sport, therefore increasing participation and coaching requirement.

Non-traditional RecruitmentSports spectators and participants are attracted by the opportunity of seeing the best players, international players and world-class entertainment. There exists a direct correlation between role models and attendance or participation, whether that is as a player or coach. It is sports responsibility to ensure that participants have something to aspire to that is home-grown; player and coach are inextricably linked in this regard in that quality coaching breeds quality players, if one is in place often so is the other. Competition linked to quality opposition, both domestic and international, is also required, both to showcase the sport but also to attract spectator and participant numbers; Coakley in Lavoie (2000) argues that ‘A better home team attracts more spectators, but it should also be pointed out that good visiting teams also generally attract more spectators’.

Lessons can be learnt from other sports, Cricket has witnessed both a reduction in membership and a reduction in match

Performance AnalysisThe ETTA has invested in providing the regional team with Dartfish Live, a performance analysis system enabling each re-gional coach to video, edit, analyse and compare footage of their players. The system affords the user the ability to use slow motion, video layover, side by side comparison and delayed feedback of performance. The system is being used across the country but the level of engagement from region to region varies immensely. Further training is required in both the use of the software but also overall IT use; current standards are not at a level required of the modern coach and employee. It is also the intention of the ETTA to ensure that all future recruitment focuses on the level of IT ability, and any induction process is heavily influenced by IT training.

Further to this the ETTA aims to re-establish a performance analysis library at elite level, utilising the Dartfish TeamPro soft-ware and equipment held by the department. Previously this was created and maintained by EIS (English Institute of Sport) staff at the performance centre in Sheffield. Hours of analysed footage was stored on portable hard drives for each player in the BTTF squad but has not been added to for some time. It is the intention of the coaching and performance teams to link with Higher Education and train a team of analysts to capture, analyse and review footage of the world’s best players, renewing the benchmarking process previously in place. This library of play will be subsidised by analysed video of English players on the world stage and in training.

day attendances. Central contracts result in less exposure to domestic cricket, overseas players replaced with Kolpak understudies has impacted greatly on the legacy created within county cricket in England by the greats of the game. A reversal of this trend has however been found in Basket-ball; Wang (2004) highlights the impact of Yao Ming in the NBA and his role in catapulting the sport to national aware-ness and increasing Asian American sponsorship. With ap-propriate recruitment, both as players and coaches, from ethnic minorities table tennis has a similar opportunity given its multi-cultural status as a sport.

Economically organisations will continue to lose income as spectator numbers reduce, merchandising and secondary spend is decreased and profits curtailed; the ETTA has the opportunity to reverse this trend with appropriate support of coach and player development and must do so; only then will domestic competition be sufficient to attract quality en-gagement, and also increase participation into the sport. To improve external recruitment into table tennis and establish the sport as a priority sport for many parents when choosing for their children, the public face of the sport must change.

With new developments in the workplace and social projects there is an opportunity to recruit new coaches. It is more likely that new leaders will be borne from this opportunity, with the requirement only to offer the basics of the sport, rather than significantly improve technical competence. There is still however a need to develop a series of table tennis ‘champions’ as part of this programme, establishing them as ambassadors for the delivery of the sport. In ad-dition to this a clear pathway must be established for their progression; both educational programmes and deployment must be included.

HE/FE etcRecruitment from within Higher and Further education re-quires alteration to the current qualifications in order to pitch table tennis as an attractive option to students when choos-ing which sport to enter as a coach. Many Higher Education Institutions currently employ a coach education team, aimed at allowing access to and delivering coaching qualifications across sports to their students and the local community. Some are 1st4Sport-recognised centres in their own right, whereas others are simply delivery sites for external bodies (the ETTA for example) to use.

The Higher Education Advisory Group (established by Sports Coach UK and Skills Active) currently witnesses representa-tion from both HE and sport (Football, Rugby League and Table Tennis are current members) and aims to improve in-tegration of sports coaching within HE. There exists an en-dorsement scheme which has two significant requirements pertinent to table tennis; students must complete a mini-mum of 150 hours coaching, and must have access to gain a UKCC L2 qualification in a sport of their choice.

To make full use of this opportunity the ETTA must create a more accessible pathway for students in Higher Educa-tion. The current UKCC qualifications at level 1 and 2 uti-lise a blended learning method of delivery, suggesting that a recognised prior learning (RPL) system would be difficult to implement. As a result it is extremely difficult to reduce costs associated with the course, which appears to be the deter-

minant factor within HE when supporting delivery of coach education. At levels 3 and 4 course delivery is modular and provides improved access via RPL.

A new modular approach is required and will be supported by the National Coaching Officer, a small team of coach edu-cators and Sports Coach UK. With this level of development candidates can apply for RPL against their undergraduate or post-graduate degree and the learning that has already been achieved and assessed. This approach would result in a more cost and time effective method of delivery in Higher Education.

If the education sector (mainly FE and HE) and NGB are able to offer courses building on the core elements of coaching and coach education contained in their studies, whilst creat-ing a unique learning experience and quality of education the potential is limitless. Bowdin (2008) argues that ‘every industry association is talking about Education as a mantra and it is this partnership between HE and Industry that’s go-ing to help take forward their agenda.’ This is no different for the ETTA and coaching; HE can provide the sport with a conveyor belt of qualified, adaptable and dynamic young coaches, educated both in the technical nuances of the sport but also the more holistic elements of coaching. Bow-din (2008) continues that there exist three key requirements for success which graduates possess, innovation, adapta-tion and responsiveness to stakeholder needs. Jackson et al (2008) support this theory suggesting that for individuals and organisations to remain competitive in the global market ‘it is essential that more adults have a Higher Education quali-fication... that these qualifications must better address the needs of industry and, in order to achieve this, it is essential that universities and employers work together.’ The study continues to argue that ‘one of the barriers to the future per-formance was identified as the lack of managers with a full profile of management skills’; this is something that this part-nership with HE can help the ETTA avoid.

There is however a cautionary tale within this recruitment process as suggested by Clare (2005) stating that ‘If young people continue to resist the pressures to study a subject they are not interested in, or spend three years acquiring a worthless degree, the landscape of higher education could be about to shift decisively.’ Evidence also exists to suggest that many graduates are engaged in work that does not re-quire the skills gleaned from HE and that the HE sector is reaching saturation point. With the recent change in tuition fees, reduction in courses and the increase in difficulty level to access HE it is hoped that this issue will subside. If the ETTA wants to succeed in recruiting from HE there must ex-ist a clear education pathway and deployment mechanism post qualification, ensuring that students can see the point in engaging with table tennis and all its benefits rather than, as Clare (2005) suggests, ‘wasting their time and money on a three-year degree that leads nowhere.’

Competitions Players are currently competing in too many tournaments (particularly CYP) and as such do not have sufficient time to train and focus on other areas of their development. As a result a more comprehensive review and a greater owner-ship of the events/competitions circuit would be beneficial, involving staff from all affected departments. The competi-

tion framework requires greater emphasis on LTAD and pe-riodisation; it is suggested that involvement of the coaching and talent development teams is crucial. The recruitment of a new Events Manager is a positive move from the ETTA and will add greater impetus to this intervention. This intervention will help the ETTA to create a single unified pathway that helps player development.

The next step in this process is the development of a do-mestic competition framework that encourages elite players to engage with tournaments and allow greater opportunity for talented players to challenge them. This could take the form of a regional, rather than county, based system as seen in Netball with their super league. There is a need however for a scheme of this nature to have an appropriate venue, sponsorship, links to recognised local charities and tour-nament format; it is suggested that an international feel is added with Wales and Scotland entering teams.

MarketingThe world of sport has changed from a time when seen as a recreational, stress reliever, into an industry which offers something for everyone. There have been major changes in how the various sports have been organised and mar-keted to their respective clients, whether they are forming part of the corporate or consumer clientele. Sports have been targeted specifically for their ability to provide not only an activity that anyone is able to pursue, but also to demon-strate the high levels of skill that can be attained. These skill levels and the display of them offers the spectator a product which they can appreciate and also understand; table tennis is relatively unique in this regard given its ability to be played in any environment.

There exist many opportunities for both sponsor and spon-see in coaching and table tennis. Given the current reliance on grant funding it is imperative that this opportunity is max-imised. The Coaching & Performance Department currently operates nine educational programmes covering some 1,500 candidates per annum, has over 800 licensed and active coaches operating in England and employs over 50 coach educators or delivery staff. ETTA branded and sponsored clothing, and technology and printed resources, provide an

opportunity to secure sponsorship. Carrigan and Carrigan (1997) argue that sport sponsorship is a growth area with many opportunities for both parties, but offers a word of caution for sport, suggesting that ‘the negative aspects of sponsorship are reduced and the positive encouraged’. As a result success stories or case studies are to be produced along with an evidence base of good practice, exposure for potential partner organisations and the benefits of partner-ship. The media, for both the traditional and new markets, are an integral part of this. Links with the communications and marketing departments within the ETTA are crucial, em-bedding table tennis and coaching at the forefront of sports media.

RetentionA series of initiatives are proposed under the UK Coaching Framework to retain coaches and create a legacy for the sport. It is through effective coach modelling, licensing and registration of coaches, and development of appropriate re-sources to ensure that coaching is as effortless as possible for the largely volunteer based workforce. This strategy has set out a series of initiatives that compliment the qualification system but it is this system that also needs to be shaped, through coach modelling, to ensure that coaches, once en-gaged, seek to develop and ply their trade as a table tennis coach. The adjustment to a modular approach, use of CPD and e-learning and a tailored approach to coach develop-ment is all part of the process.

Technology has been highlighted as a significant develop-ment for coaching in table tennis, and it is this technology that forms the basis of the benefits package associated with being a coach. It is important to pitch this package and the licence attached to them at the appropriate level, both fi-nancially and personally. The other significant benefit pro-vided to coaches is that of insurance. Future developments include that of a coaches association, a series of clothing or uniform, and the creation of a body to which coaches are proud to belong. Essentially it is through this community of practice and building of camaraderie that will be a focal point of the retention policy; creating something that has signifi-cant benefits to the end user is often enough to keep them interested.

DevelopmentMentoring Mentoring is a crucial part of coach development, estab-lishing both a formal and informal mechanism for sharing of good practice, and most of all generate a community of practice amongst coaches; this should exist both within population groups, hierarchical groups (by qualification and experience) but also cross sectors and sports. Need exists for both coaches and elite players currently in table tennis and as such is a priority for development; it is however im-portant to recognise the unique implications and needs of each group and as such the solutions required. The role of a mentor might include that of an advisor or mirror, some-one who has ‘walked the walk’ and can bounce ideas off whilst reflecting on past and future performance, providing an external, objective and confidential mechanism to drive success; this is an essential part of goal setting and planning for a coach, complementing the plan-do-review process of coaching.

Rapley (2009) suggests the following benefits of mentoring:

Benefits to the Coach Benefits to the Player

Has a positive impact on day-to-day performance• Greater self-awareness and gain new perspectives• Develop greater adaptability to change• Learn how to identify own coaching needs• Ability to self-solve coach and player problems• Improve decision making processes• Reduces isolation and increases support structure•

A measurable process for self-development• A commitment to coaches for their development• Utilise a coach/managers’ full skill set• Increased individual performance• Develops a learning culture• Creates increased engagement and retention • Improves bottom line performance•

Elite Coach DevelopmentElite sport and elite coach development is an increasing priority for table tennis; this is both a focus on coaching elite players within the sport but also ‘elite’ coaching within all participant groups. The current club structure does not lend itself easily to elite coach development and access to the sports very best players. The current structure uses a regional and national coaching structure populated by employed coaches working for the ETTA, either full or part time. The ETTA has a duty to develop such coaches and as such ensure all coaches complete the UKCC Level 3 qualification as a minimum operating standard, and where possible support these coaches to complete the UKCC Level 4 and Post-graduate Diploma in Elite Coaching Practice.

Green and Houlihan (2005) argue that the club is not necessarily the best place for elite development, suggesting incompat-ibility between the needs of the player in terms of capacity, resources and sports science support, and the infrastructure that exists in clubs across sport; it is no different in table tennis. As such if clubs cannot service the needs of elite table tennis players effectively, they cannot in turn best service the needs of an elite coach.

Whilst clubs cannot service the elite, this is a reciprocated by elite coach development. No elite coaches are working within the club structure and so equally the elite system fails to deliver the support coaching for the levels below elite (Green and Houlihan, 2005). It is the qualification pathway and CPD system that is required to redress this balance; with appropriate training of targeted coaches in England this trend can be reversed, ensuring that as the club structure is aligned with coach development across all participant groups, the coaches are developed accordingly. This however must be driven by the political agenda of the ETTA, striking the right balance with those agendas of funding partners and external organisations; this is potentially the most difficult piece of the puzzle with the current mass participation agenda across sport and elite development being driven financial investment, and such investment by success rather than potential. McDonald (2000) argued that the political shift was in favour of high performance sport but times have changed; the ETTA is recognising the potential in the mass participation market for income generation but must also recognise the need to invest in the elite in order to generate success and support from UK Sport.

DeploymentAgain technology is at the forefront of this strategy, linking the ETTA and its coaches with deployment agencies and exter-nal organisations. To date the majority of coach deployment has taken place in schools or the education sector with the customer often employing an individual off the back of a recommendation or hearsay rather than an evidence based, fit for purpose system. The ETTA aims to change this with the advent of Spotlight, an event, venue and coach finding system. All ETTA Licensed Coaches will appear on this system, from which the customer can search for their coach, filtering by qualification, experience or CPD where necessary. With modern minimum operating standards in place across the sports industry today, and with a number of coaches not engaging with the ETTA development programmes, it is imperative that customers are provided with a system by which they can be assured of quality where possible.

It is proposed that over time a series of APIs (Application Programming Interface) are developed to link between Educate (the ETTA coaching database and virtual learning environment) and external organisation databases (e.g. Coachweb as used by many County Sports Partnerships) to ensure that all coaches being used are qualified, meet the minimum stand-ards and are fit for purpose. It is through systems such as this that the ETTA can be assured of some quality coaching being delivered at beginner to intermediate level in schools and other environments, ensuring that when players enter the talent pathway they have at least been provided with solid basic technique.

4.1 Coaching Communications Strategy Summary 2010This strategy seeks to define the future communication processes so that the National Coaching System (NCS) is enhanced in a measurable sense in both quantitative and qualitative aspects.

1. BackgroundCurrently there is no formal Communications Plan for ETTA’s NCS. If ETTA are successful in implementing the UK Coach-ing Framework in whole or part then an improved commu-nication system is required. A continuation of the current communications regime is sure to have a continued negative effect on the NCS.

There is a need to recognise the importance of a formal com-munication strategy which utilises all publicity and communi-cation media. There currently exists little integration between Coaching and the ETTA Communications department. It is imperative that a formal working relationship exists between the two and taking advantage of current communications projects such as Social Media. Without such implication the NCS will not be able to produce world-class coaching and coach development. Figure 1 highlights the coach develop-ment process from its infancy prior to qualification to UKCC Level 4 development.

Figure 1. Coach Development (Red = Pre-qualification, Blue = Post-qualification, Grey = Mentoring and Development Process)

2. Rationale The need to change has been identified through recent events which have been the catalyst for this strategy. Spe-cific aspects identified are:

An understanding that ETTA are not communicating with • registered coaches after they have become registered coaches except for linked issues such as CRB checks.There are no systems in place for coaches to communicate • with each other, allowing cross-sport fertilisation of coaching knowledge.Lack of electronic administration tools for existing • and future coaches. Course booking, management, communication, licensing and CRB applications can all be achieved electronically.Lack of relevant information about future coaching • accreditation systems is a major hurdle to the take-up of places on UKCC Bridging courses.A real understanding that the quality of coaching in this • country can be positively affected by more technical and operational information being more widely available.The ETTA had formally agreed to implement the UK • Coaching Framework. One of the requirements of this is the need to understand what coaching session activity is occurring across the country and their types. This information is required to inform our planning in terms of coach types required for the future.

3. RecipientsThere exist differing population groups which would benefit significantly from improved communications; it is not simply the coaches but also the delivery workforce.

Qualified coaches and those working towards coaching • qualifications.Recruitment Target Markets•

Internal: PremierClub, Premier League 4 Sport, Change4Life, Club & League Structure, Affiliated Tournaments. External: Higher Education, Further Education, CSPs, SSPs, Local Authorities, Services, Armed Forces, Industry

Existing Tutors and Assessors• Existing Internal Verifiers• Future Course Delivery Workforce• Regional Coaches• Regional Coaching Coordinators• Regional Development Managers• Tournament Organisers• ETTA Staff•

4. AuditingClub and Coach auditKnowing what the Club and Coach market looks like is the key foundation of any ‘work force development planning’ and communication strategy. Specific information is required in order to strategically plan for future educational needs and activities which will directly relate into CPD development and mentoring. A Club and Coach audit will be the key driver and catalyst in developing these priority areas.

Figure 2. Audit Development and Implementation

Such an audit must include the entire sport and not focus solely on coaches. For a detailed snapshot and development of a communications strategy a review of the following elements must be included:

5. PDM/CDMThe coach-participant relationship is central to the creation of a world-leading coaching system. Participants have differing needs and a variety of motives for taking part in sport, including performance objectives, satisfaction, enjoyment and personal development. It is vital that coaches are provided with the skills to ensure this relationship works effectively for both parties. Both the PDM and CDM require redesign and re-alignment with the sport to ensure that all communication and change within coaching is directed appropriately.

6. Training Needs AnalysisA full training needs analysis is required to ensure the effective delivery of coaching and improved communication. Job and person specifications for each level of coach identified by the PDM/CDM models is necessary to enable efficient and quality provision and communication.

7. Existing MediaThere currently exist a series of media in use by the Coaching & Performance Department to communicate with its audience; such media is not however being deployed effectively. Current media includes the following:

ETTA Website, Calendar & Blogging•Tournament Programmes•ETTA Coach Licence Scheme & Database•

8. New MediaA series of new media are therefore required within table tennis, creating a community of practice. The following is a list of available communications media which should be implemented by the ETTA, either in its current form or with an improved alternative.

Audit Process•CSP Engagement•ETTA Connect•Active Passport•VLE•Online Forums•PDF Newsletter•DartfishTV•Conference/Coaching Camps•GAPS•Mentoring Network•Research•iPhone/iPad Apps•Recruitment DVD•

9. ContributorsInter-departmental contribution is imperative for any communications strategy to succeed, along with clear identification of each staff members role in effective communication. Additional to ETTA staff there is a requirement for external support for this strategy in the short to medium term. Sources include:

Sport England•sportscoachUK•Coachwise•CSP/Coach Development Managers•SkillsActive•Higher Education Institutions•National Skills Academy•Private Consultants•Training Providers•BTTF•BTTAD•

10. SummaryThis communications strategy aims to bring coaching in table tennis into the 21st century, reducing staff administration levels greatly and transferring responsibility to each coach. Establishing new resources and strengthening the ETTA Coach Licence Scheme are central to this process, promoting sustainability, employability and professionalism in coaching.

Current media is insufficient in gauging the needs of coaches as well as supplying/communicating new resources and best practice. For this reason a series of new media requires development and implementation; achieved either by the ETTA Coaching & Performance Department, the ETTA, or collaboratively between sports. Figure 3 highlights the importance of engaging with both coaches and members/clubs to establish coaching needs. The inner ring encompasses existing media, supplemented by the outer ring of new media, designed to enhance communication and development of all coaches and performance programmes.

A strategy of this nature requires time and resources to develop. It is envisaged that this strategy forms part of a long-term coaching strategy focussing on the development of table tennis coaching over the next ten years into a world leading system and support network.

It is imperative that the Coaching & Performance Department becomes self-sufficient, generating revenue from its products and services Sourcing of grants and commercial support for highlighted development is necessary to achieve success. It is intended that some or all projects would align with a commercial partner, ideally suited to coaching, table tennis and sports development.Figure 3. Communication Media

ETTA Coaching & Performance Department, Queensbury House, Havelock Road, Hastings, East Sussex, TN34 1HF

T: 01424 456223 F: 01424 422103 E: coaching@etta.co.uk W: www.etta.co.uk/coaching