nocn level 2 certificate in the principles and …...4 level 2 certificate in the principles and...

1

QUALIFICATION SPECIFICATION

NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport Qualification No: 600/8098/X

Operational Start Date 1 March 2013

Version 3.0 – March 2019

To know more about NOCN:

Visit the NOCN website: www.nocn.org.uk

Call the Customer Service Team: 0300 999 1177

http://www.nocn.org.uk/

1

Level 2 Certificate in the Principles and Preparations for Coaching Sport

Introduction

NOCN has been providing a qualification and accreditation service to providers across the UK for over 25 years and is justifiably proud of its reputation as “…a provider of fully accessible, trusted and flexible qualification and accreditation services.” Over the years, NOCN has worked effectively with our centres for the benefit of learners across the country, sharing a mutual interest in providing a continuously improving service. NOCN, while retaining all the advantages of being a national body, has always provided a personal, bespoke service to its customers and prides itself on its local presence and expertise within communities.

This handbook is a resource for NOCN centres who wish to offer the NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport. The units in this qualification are mapped to the relevant Coaching NOS. The handbook details the qualification specification and provides guidance to the training provider on assessment criteria and evidence requirements.

2


Contents

Introduction ......................................................................................................... 1

1. NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport 3

1.1. Entry Requirements 3

1.2. Qualification Structure 3

1.3. Total Qualification Time (TQT) 4

2. Centre Information ............................................................................................ 6

2.1. Offering the qualification 6

2.2. Required Resources for Delivering the Qualification 7

3. Unit Information ................................................................................................ 9

3.1. Units 10

4. Assessment and Evidence ............................................................................. 21

4.1. Fair and Equitable Assessment 21

4.2. Learners with Particular Requirements 22

4.3. Recognised Prior Learning 22

4.4. Functional Skills 22

4.5. Assessment and Evidence for the units 23

Appendix 1 - Resource suggestions ................................................................... 24

Appendix 2 - Sample Assessment Documentation ............................................. 25

Appendix 3 - Feedback Sheet ............................................................................. 26

3


1. NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport

The NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport is a vocational related, credit based qualification. It can provide the knowledge element of the Intermediate Apprenticeship in Coaching Sport. Learners will gain underpinning knowledge of the principles of Coaching Sport such as supporting team members and resolving team problems. The remit of Coaching Sport covers a wide range of areas including:

Effective management of behaviour. Planning, delivery and evaluation of coaching sessions. Understanding of nutrition in relation to sports performance. Understanding of safe and equitable coaching.

This qualification is suitable for learners aged 14 years or over. The qualification will provide learners with an opportunity to: Gain underpinning knowledge in Coaching Sport relevant to the job role. Learn about the theoretical aspects of Coaching Sport Achieve a standalone qualification that will form part of the Sport and Leisure

Apprenticeship Framework.

Progress onto Level 3 Award in the Principles of Coaching Sport or Level 2 and Level 3 qualifications in coaching a specific sport such as hockey, rugby and swimming.

The qualification is supported by SkillsActive the Sector Skills Council for Active Leisure, Learning and Well-being www.skillsactive.com.

Further details of the apprenticeships available in Coaching Sport are available in the apprenticeship framework document available at www.afo.sscalliance.org. More information on apprenticeships is available at www.apprenticeships.org.uk.

1.1. Entry Requirements There are no formal entry requirements for learners undertaking this qualification.

1.2. Qualification Structure The NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport is a 13 credit qualification and has 93 guided learning hours with a Total Qualification Time

http://www.skillsactive.com/

http://www.afo.sscalliance.org/

http://www.apprenticeships.org.uk/

4


(TQT) of 130 hours. Learners must achieve all 13 credits from the 5 mandatory units listed below:

Unit Title Level

Credit Value

Mandatory or Optional

Ofqual Unit Reference Number

Understanding the Fundamentals of Coaching Sport

2 3 M J/601/2101

Supporting Participant’s Lifestyle through Coaching Sport

2 2 M

H/601/2106

Understanding how to develop Participants through Coaching Sport

2 2 M

Y/601/2104

Understanding the Principles of Safe and Equitable Coaching Practice

2 2 M

M/601/2108

Assist in the delivery of a Sports Activity Session

2 4 M H/602/3087

1.3. Total Qualification Time (TQT)

Through consultation with users, TQT has been agreed by considering the total number of learning hours required for the average learner to achieve this qualification.

TQT is split into two areas:

Guided Learning Hours (GLH): o learning activity under the immediate guidance or supervision of a lecturer,

supervisor, tutor or other appropriate provider of education or training o includes the activity of being assessed if the assessment takes place under

the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training.

Other Learning Hours (OLH): o an estimate of the number of hours a learner will spend, as directed by (but

not under the immediate guidance or supervision of) a lecturer, supervisor, tutor or other appropriate provider of education or training, including:

preparatory work self-study or any other form of education or training, including assessment.

Examples of GLH activities include:

Classroom-based learning supervised by a teacher

Work-based learning supervised by a teacher

Live webinar or telephone tutorial with a teach in real time

E-learning supervised by a teacher in real time

5


All forms of assessment which take place under the immediate guidance or supervision of an appropriate provider of training

Exam time

Examples of OLH activities include:

Independent and unsupervised research/learning

Unsupervised compilation of a portfolio of work experience

Unsupervised e-learning

Unsupervised e-assessment

Unsupervised coursework

Watching a pre-recorded podcast or webinar

Unsupervised work-based learning

The agreed Total Qualification Time has been used to identify the qualification’s Credit Value.

6


2. Centre Information

2.1. Offering the qualification Recognised Centres If you are already recognised to offer NOCN qualifications and would like more information about offering the NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport , please contact: [email protected]. If you are ready to add the qualification to your curriculum offer, please log in to the NOCN website, under Centres/Processes and Documents, and complete the ‘Additional Qualification Approval Request Form,’ which can then be returned to [email protected] for the attention of your Account and Sector Manager.

New Centres

If you are interested in offering this qualification, but are not yet a NOCN Approved Centre and would like more information about becoming a NOCN centre and offering this qualification please see Become a Registered Centre on our website https://www.nocn.org.uk/customers/nocn-centres/ and click Become a Centre.

External Verification

Once recognised as a Centre, NOCN will allocate an External Quality Assurer. The External Quality Assurer will have ongoing responsibility for monitoring the Centre’s compliance with the requirements of centre recognised status.

The External Quality Assurer will make regular visits to all Centres. During these visits he/she will:

Monitor the Centre’s compliance with the Centre Recognition agreement by reviewing course documentation, meeting managers, tutors, internal quality assurers, learners and administrative staff.

Verify recommendations for achievement submitted by the centre via Quartzweb.

Refer to the NOCN Quality Assurance User Guide for further information on the External Quality Assurance process.

mailto:[email protected]



https://www.nocn.org.uk/customers/nocn-centres/

https://www.nocn.org.uk/customers/nocn-centres/

7


2.2. Required Resources for Delivering the Qualification

As part of the requirement to deliver this qualification there is an expectation that staff undertaking roles as part of the delivery and assessment of the qualification have a demonstrable level of expertise. Tutor/Assessor NOCN expects that Tutors/Assessors are able to demonstrate the following competencies: Be technically competent in Coaching Sport and/or have experience of delivering

training within the area. The minimum expectation is that the level of experience should be at the same level or above the training that is to be delivered.

An occupational knowledge of Coaching Sport. The minimum expectation is that the

level of knowledge should be at the same level or above the training that is to be delivered.

Hold a recognised teaching qualification or, for new tutors, undertake and complete

initial teacher training to a minimum Level 3 standard within 12 months of taking up the tutor role.

Centre staff may undertake more than one role, e.g. tutor and assessor or internal verifier, but they cannot carry out any verification on work that they have previously assessed.

Internal Verifier

Each centre must have internal verification policies and procedures in place to ensure that decisions made by assessors are appropriate, consistent, fair and transparent, and that they do not discriminate against any learner. The policies and procedures must be sufficient to secure the quality of the award, ensuring validity, reliability, and consistency.

NOCN expects that an Internal Verifier is able to demonstrate the following competencies: They should: Be technically competent in Coaching Sport and/or have experience of delivering

training within the area. The minimum expectation is that the level of experience should be at the same level or above the training that is to be delivered.

Have an occupational knowledge of Coaching Sport. The minimum expectation is that

the level of knowledge should be at the same level or above the training that is to be delivered.

8


NOCN supports and recognises Centres’ internal quality assurance systems which support the above; any system should encourage standardisation and sharing of good practice.

Continuing Professional Development (CPD)

Centres are expected to support their staff, ensuring that their subject knowledge remains current and that their members of staff are up to date with regards to best practice in delivery, assessment and verification.

9


3. Unit Information The NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport consists of 5 mandatory units which are detailed below. To achieve this qualification a learner must provide evidence of learning and achievement against all of the assessment criteria within each unit. However a number of assessment criteria can be taught and assessed through one activity. A copy of each of the units follows.

10


3.1. Units

Unit Title Understanding the Fundamentals of Coaching Sport

Ofqual unit reference number (code)

J/601/2101

Unit Level Two

Unit Credit Value 3

GLH 22

Assessment Guidance This unit must be assessed in accordance with the following document, which can be downloaded from SkillsActive’s website: QCF Evidence Requirements and Assessment Guidance for the Level 2 Award in the Principles of Coaching Sport www.skillsactive.com/common-unit-qualifications.

The unit has 5 learning outcomes.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the role of a coach.

1.1. Describe how to ensure that the participant is at the centre of the coaching process.

1.2. Explain how to empower participant(s)’ choice, discovery of solutions and need to develop at their own pace.

1.3. Describe how to develop and maintain positive relationships with and between participant(s).

1.4. Describe how to provide a coaching environment that motivates, recognises and values diversity, controls risk, encourages challenge, enjoyment and achievement.

1.5. Identify methods to develop participant(s)’ confidence and self esteem.

1.6. Describe how to identify opportunities for the coach to reflect and develop their coaching practice.

1.7. List the different support personnel that can contribute to coaching sessions.

1.8. Describe how support personnel can be used to contribute to coaching sessions.

1.9. Explain the importance of positively promoting the role of officials in competition.

1.10. Define what is acceptable in terms of a coach:participant relationship.

1.11. Explain the consequences of not adhering to the principles of what is acceptable in terms of a coach:participant relationship.

11


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1.12. Identify the components of a Code of Practice for coaching which allows high standards of personal conduct to be maintained and a positive image of the sport to be projected.

1.13. Outline the types of information that the coach should provide to participant(s) after a coaching session.

2. Understand the coaching process.

2.1. Outline how to identify participant(s)’ needs. 2.2. List the sources of information that a coach can use

when planning and preparing coaching sessions. 2.3. Identify the types of information about participants

which should be treated confidentially. 2.4. Describe the stages and components of the coaching

process. 2.5. Describe how to plan coaching sessions that meet

participant(s)’ needs. 2.6. Explain how individual coaching sessions support the

aims of the wider coaching programme. 2.7. Explain the process of setting SMART goals/objectives. 2.8. Describe how to start and end a coaching session. 2.9. Explain how the physical and psychological capabilities

of participant(s) will influence the content and structure of the session.

2.10. Describe different types of demonstrations that encourage learning.

2.11. Explain how to balance instruction, facilitation, and demonstration within sessions.

2.12. Describe how to use listening skills. 2.13. Describe how to select language that is appropriate

to participant(s). 2.14. List how the coach can establish the views of

participant(s) about the coaching sessions. 2.15. Identify situations when a coach may need to

change or adapt a session. 2.16. Describe how to give constructive feedback to

participant(s). 2.17. Identify how to cater for an individual’s needs within

group coaching. 2.18. Describe how to organise group coaching sessions.

12


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

3. Understand participant(s)’ learning styles.

3.1. Outline different learning styles and needs. 3.2. Explain how to consider participant(s)’ learning styles

and needs when planning coaching sessions. 3.3. Describe the difference between the ways that adults

and children learn. 3.4. Define the principles of monitoring and evaluating

learning. 3.5. Describe how the coach can support participant(s) in

taking responsibility for their own learning. 3.6. Describe how to manage different learning styles and

learning needs, in group coaching.

4. Understand behaviour management.

4.1. Identify the principles of positive behaviour management.

4.2. Describe how to develop a behaviour management strategy for coaching sessions.

4.3. Outline ground rules for positive behaviour during coaching sessions.

4.4. Outline the methods of communicating and implementing ground rules.

4.5. Explain the importance of fair and consistent behaviour management.

4.6. Explain how to encourage and reward positive behaviour.

4.7. Identify the types of behaviour by participant(s) and others that may cause emotional distress.

4.8. Explain how to respond as a coach to behaviour by participant(s) that may cause emotional distress.

4.9. Describe how to respond to discriminatory behaviour. 4.10. Describe the procedures to be followed if a

participant wants to complain about discrimination.

13


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

5. Understand how to reflect on a coaching session.

5.1. Identify valid sources of feedback from participant(s) and support staff.

5.2. Explain how to do each of the following as part of self-reflection: • make self-assessment of skill level • identify action to be taken • use different methods of self-reflection.

5.3. Outline how to use evidence of own performance. 5.4. List factors that impact on the ability to identify own

development needs. 5.5. Identify methods for personal action planning and the

prioritisation of such planning. 5.6. Describe how to measure each of the following:

• the quality of the coaching experience • participant development • the quality assurance mechanisms used.

5.7. Describe how to use information taken from evaluations to improve the programme/session.

14


Unit Title Supporting Participants’ Lifestyle through Coaching Sport


H/601/2106

Unit Level Two

Unit Credit Value 2

GLH 16


The unit has 4 learning outcomes

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand basic nutrition and hydration principles for sports performance.

1.1. Identify the five different food/nutritional groups. 1.2. Describe the principles of good nutrition as it relates to

sports performance. 1.3. Describe the principles of hydration. 1.4. Identify the signs and symptoms of dehydration. 1.5. Describe the principles of weight management as

appropriate to specific sports. 1.6. Explain how best to achieve optimum nutrition and

hydration levels before, during and after training and competition.

2. Understand physical conditioning for sport.

2.1. Identify the components of physical and skill-related fitness.

2.2. Describe the physical capabilities required for a sport. 2.3. Describe the principles of injury prevention in training. 2.4. Describe how to support participant(s) in the

management of injury. 2.5. Identify methods of training different physical

components in participant(s). 2.6. Identify the basic anatomy and biomechanical demands

of a sport related activity. 2.7. Identify specific physical testing protocols for a sport

related activity. 2.8. Identify methods to enhance participant recovery time

from session to session.

15


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

3. Understand principles of mental preparation in sport.

3.1. Identify the mental capabilities required for a sport related activity.

3.2. Identify key methods for improving participant(s)’: • confidence • concentration • motivation • emotional control • cohesion.

3.3. Describe the principles of participant(s)’ development at the different stages of cognitive, emotional and social development.

3.4. Outline how a coach can profile participant(s)’ mental skills.

3.5. Describe the basic coach intervention techniques for developing mental skills for training and competition.

4. Understand how to support participant awareness of drugs in sport.

4.1. Outline the ethical issues surrounding drug taking in sport.

4.2. Identify sources of information on drugs in sport. 4.3. Outline the consequences for participant(s) in taking

supplementation or prescription medicines.

16


Unit Title Understanding how to develop Participants through Coaching Sport


Y/601/2104

Unit Level Two

Unit Credit Value 2

GLH 12



LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the principles of planning coaching sessions.

1.1. Identify the information required to plan coaching sessions.

1.2. Identify health and safety requirements that may impact on coaching sessions.

1.3. Describe how to establish goals for coaching sessions based on participant(s)’ needs.

1.4. Identify sport-specific technical content to be included in coaching session plans.

1.5. List a range of coaching styles. 1.6. Explain the use of different coaching styles. 1.7. Describe how fun and enjoyment in coaching sessions

can impact on learning. 1.8. Describe the components of planning progressive

coaching sessions. 1.9. Identify other appropriate people who can contribute to

the delivery of coaching sessions and describe their potential contributions.

1.10. Describe how coaching sessions might be adapted as a result of unforeseen changes to the coaching environment or participant(s)’ needs.

17


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

2. Understand the principles of skill development through coaching sessions.

2.1. Define: • skill coordination • motor skill learning • skill acquisition • skill retention • skill transfer.

2.2. Describe the basic methods of analysing participant(s)’ performance.

2.3. Identify factors that affect the development of participant(s)’ skills in sport.

2.4. Describe the organisational requirements for the delivery of coaching sessions.

2.5. Describe the different techniques available for developing participant(s)’ skill through coaching.

2.6. Identify methods to support participant development. 2.7. Identify sources of feedback which will support

participant(s)’ development. 2.8. Explain the importance of gaining feedback from

participant(s).

3. Understand how the stages of participant(s)’ development impact on their coaching.

3.1. Describe the progressive stages of development through maturity.

3.2. Identify how the participant(s)’ stage of development affects the content of coaching sessions.

3.3. Identify how participant(s)’ stage of development impacts on the coaching environment.

3.4. Identify what influence training and competition have throughout the different stages of development.

4. Understand the principles of evaluation in coaching.

4.1. Explain the principles of evaluating coaching sessions. 4.2. Identify a variety of evaluation methods that can be

used to monitor participant(s)’ development and learning.

4.3. Identify types of information that can be gathered to monitor participant(s)’ development and learning.

4.4. Identify appropriate other people who can contribute to the evaluation of coaching sessions.

4.5. Describe how and when to gather information on current coaching practice from participant(s) and others.

4.6. Explain how the feedback from participant(s) and others should impact on future coaching practice.

4.7. Describe how to develop and record a personal action plan to improve own coaching practice, including highlighting opportunities for continuous professional development.

18


Unit Title Understanding the Principles of Safe and Equitable Coaching Practice


M/601/2108

Unit Level Two

Unit Credit Value 2

GLH 13



LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand how to ensure participant(s)’ safety during sport-specific coaching sessions.

1.1. Describe the health and safety requirements that are relevant to planned sport-specific activities and competition.

1.2. Describe how to structure coaching sessions to minimise the risk of injury to participant(s).

1.3. Explain how to plan for contingencies to coaching sessions as a result of external influences.

1.4. Explain how to implement contingencies to coaching sessions as a result of external influences.

1.5. Describe the principles for checking the safe functionality of equipment used during sport-specific activities and competition.

1.6. Outline the main rules/regulations of the sport/activity appropriate to the level of the participant(s).

1.7. Explain how to interpret and communicate the rules/regulations of the sport/activity to participant(s).

1.8. Describe the coach’s duty of care responsibilities for participant(s), including children.

1.9. Outline the coach’s responsibilities for ensuring that the coaching environment is maintained appropriately.

1.10. Describe the following requirements for ensuring the protection of children from abuse: • legal requirements • sport-specific requirements.

1.11. Describe the insurance requirements on a coach operating in a coaching environment.

19


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

2. Understand how to ensure equitable coaching of sport-specific activities.

2.1. Describe the following requirements impacting on equitable coaching: • legal requirements • sport-specific requirements.

2.2. Explain the purpose of sport-specific Codes of Practice for coaching.

2.3. Explain how sport-specific Codes of Practice for coaching impact on coaching behaviour.

2.4. Describe methods to minimise barriers to participant development.

2.5. Explain what information is required in order to provide appropriate and safe opportunities for disabled participant(s) and specific populations.

2.6. Describe the nature of impairments and how their implications may affect aspects of the coaching process.

2.7. Describe how to identify coaching styles/delivery methods appropriate to variations in participant, task and environment.

2.8. Describe how and when to involve support staff to ensure participant(s)’ needs are provided for within the coaching activity.

2.9. Describe how to adapt and progress activities and sessions.

2.10. Describe how to prepare athletes for competition. 2.11. Identify types of performance enhancing drugs and

illegal substances. 2.12. Explain how a coach can discourage the use of

performance enhancing drugs and any illegal substances.

20


Unit Title Assist in the delivery of a sports activity session


H/602/3087

Unit Level Two

Unit Credit Value 4

GLH 30


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Prepare for the sports activity session.

1.1. Carry out a risk assessment for the safe delivery of a sports activity session to include: (a) equipment and facilities to be used (b) personal pre-exercise questionnaires(PARQ) (c) potential hazards (d) size and space.

1.2. Assist in preparing the equipment and facilities for a planned sports activity session ensuring: (a) availability and sufficiency of equipment to be used on the day (b) contingency plans in place.

1.3. Assist in preparing participants for the coaching session considering the following; (a) fully completed PARQs (b) correct clothing for the activity.

2. Demonstrate an ability to assist leading a safe and appropriate sports activity session.

2.1. Assist in leading a safe sports activity session considering the following: (a) appropriate warm up (b) appropriate main body of activity (c) appropriate cool down.

2.2. Utilise facilities and equipment in a safe and appropriate manner throughout the sports activity session.

3. Conclude the sports activity session appropriately.

3.1. Assist in the safe dismantling and storing of equipment used during the session.

3.2. Check and leave facilities in a safe condition for future use.

3.3. Report any defects or issues using correct procedures.

4. Evaluate the sports activity session.

4.1. Provide participants with feedback on performance. 4.2. Accept feedback on performance from participants. 4.3. Evaluate the session and plan for future delivery using

SMART targets appropriately.

21


4. Assessment and Evidence The NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport is an internally assessed qualification. Learners must provide evidence of learning and achievement against all of the assessment criteria specified within each unit. The NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport is a vocationally related, credit based qualification and as such, the units offer the opportunity for learners to achieve a balance of practical skill and knowledge. Centres must ensure that knowledge based learning is substantive, and relevant to the work or events likely to be encountered in the course of a Coaching Sport job role. The centre must ensure that the assessment activities are: Valid The assessment activity must be fit for purpose which means that the

assessment tasks measure the intended outcomes of the unit. They should afford the learner an opportunity to provide sufficient evidence of learning to meet the assessment criteria at the appropriate level.

Sufficient The assessment activities afford the learner an opportunity to provide

sufficient evidence of learning to meet the assessment criteria.

Reliable Assessment activities must generate clear and consistent outcomes across all assessors.

Although the activities may be applied to differing scenarios and in different contexts, with different learners, the evidence sought by the activity must be assessed with a universal standard to ensure that the resulting assessment decisions are consistent across all assessors and centres offering the qualification.

Authentic Evidence presented must be the learner’s own work.

4.1. Fair and Equitable Assessment Assessment within the NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport is designed to be accessible and inclusive. The assessment methodology is appropriate for individual assessment or for groups of learners.

22


4.2. Learners with Particular Requirements

If you are a NOCN Recognised Centre and have learners with particular requirements, please see the NOCN Reasonable Adjustments Policy and Procedure found on the NOCN website at www.nocn.org.uk

This policy gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the assessment criteria.

The NOCN Centre Recognition process requires the centre to hold policy statements on Equal Opportunities, Diversity and Disability Discrimination which will be reviewed by NOCN. Please contact [email protected] for further details.

4.3. Recognised Prior Learning

Recognition of prior learning is an assessment method leading to the award of credit. The process involves considering if a learner can meet the specified assessment requirements for a unit through knowledge, understanding or skills that they possess already, as a consequence, they do not need to undertake a course of learning.

Centres are encouraged to recognise previous achievements and experience, both formal, for example through accredited units or qualifications and informal, for example through continuous learning. This involves the recognition of achievement from a range of activities that will have been assessed through any valid method of assessment.

When using the process of the recognition of prior learning, it is essential that the assessment requirements of a specific unit or, more exceptionally, a qualification have been met. The evidence of learning provided must be sufficient, reliable, authentic and valid. 4.4. Functional Skills

Functional Skills form a vital part of the Apprenticeship Framework to which this qualification is linked. The learning required for the NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport can contribute towards the learning required for Functional Skills. Apprentices must complete or have completed one of the English transferable skills qualifications and one of the mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit values. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. (Management Apprenticeship Framework p.24).



23


o English Skills can be practised through statements, descriptions and explanations of practical work carried out, as well as through research and interactions with colleagues.

o ICT skills can be developed when storing and referencing work, word-processing, using spreadsheets etc. and research.

o Mathematics skills can be developed during practical exercises such as calculation of areas, measuring and weighing, working out costs or expenses.

For more information see the Functional Skills criteria for English, ICT and/or maths on the NOCN website: www.nocn.org.uk 4.5. Assessment and Evidence for the units Centres can use a variety of assessment activities to capture evidence of learners’ understanding. Activities such as:

Case Studies Oral Question and Answer Role Play/Simulation Report Practice file Reflective Log or Diary Practical Demonstration Written Question and Answer/Test/Exam

Forms and guidance for gathering learner evidence against the individual assessment criteria are available for download in Word format on the NOCN website:

http://www.nocn.org.uk/qualifications_and_units/additional_qualification_documents.

Alternatively, centres can use their own paperwork provided they ensure that the learners’ work is ordered and portfolio references provided as required.


http://www.nocn.org.uk/qualifications_and_units/additional_qualification_documents

24


Appendix 1 - Resource suggestions SkillsActive website - www.skillsactive.com Sport Coach UK website http://www.sportscoachuk.org/ (specifically their resource bank) Sport Plan website http://www.sportplan.net/ Note: this is not an exhaustive list

http://www.skillsactive.com/

http://www.sportscoachuk.org/

http://www.sportplan.net/

25


Appendix 2 - Sample Assessment Documentation Learner Evidence Record NOCN Level 2 Certificate in the Principles and Preparations for Coaching Sport Unit Title: Understanding the Fundamentals of Coaching Sport

Assessment Criteria Evidence Portfolio Ref

Completed By

Signed Off By

1.1.

1.2.

1.3.

Learner Signature:

Tutor Signature:

Confirmation of Achievement of Unit – Date:

26

Level 2 Certificate in the Principles and Preparations for Coaching Sport Level 2 Certificate in the Principles and Preparations for Coaching Sport

Appendix 3 - Feedback Sheet

Tutor/Assessor Comments:

Learner comments:

Tutor/assessor sign:

Date:

Learner sign:

Date:

27

Level 2 Certificate in the Principles and Preparations for Coaching Sport Level 2 Certificate in the Principles and Preparations for Coaching Sport