1st4sport Level 3 Certificate in Coaching Hockey · hockey coaching programme must be progressive...

Product ref: QS L3CCHR V1

Developing Hockey across Great Britain

1st4sport Level 3 Certificate in Coaching Hockey

Qualification Specification Version 1: January 2017

This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre recognition Conditions. Tutors, assessors and internal quality assurers should also be made aware that they must comply with the following addendums to ensure full deployment of the standards:

The Learner Portfolio The Delivery, Assessment and Quality Assurance Approach


© Coachwise Ltd, 2017

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval system, or

transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to 1st4sport Qualifications.

Providing the sport, physical activity and active leisure industry with valid provision and value - added awarding services

Tel: 0113 290 7610 Email: [email protected]

Website: www.1st4sportqualifications.com

1st4sport Qualifications is recognised by Ofqual, Qualifications Wales and SQA Accreditation as a regulated awarding organisation. 1st4sport is Abrand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading

the national development of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop and advance sport nationwide.

National/Qualification Accreditation Number: 603/1018/2

Qualification regulation date: 20 January 2017

Specification publication date: V1 January 2017: Initial document


Contents

List of contents Page

Qualification Purpose Statement

Regulation Overview Progression Market and Support

1

Qualification Approval Conditions: Section One - Qualification Resources

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

6

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

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

11


List of contents Page

Qualification Approval Conditions: Section Three - Training and Assessment

QCON 3.1 Training and assessment hours QCON 3.2 Training and assessment programme QCON 3.3 Assessment specification QCON 3.4 Assessment tools QCON 3.5 Assessment eligibility QCON 3.6 Assessment process QCON 3.7 Eligibility of learners for special consideration QCON 3.8 Eligibility of learners for certification QCON 3.9 Reassessments

16

Qualification Approval Conditions: Section Four - Internal Quality Assurance

QCON 4.1 Internal Quality Assurance Strategy QCON 4.2 Internal Quality Assurance Sampling QCON 4.3 Internal Quality Assurance Interventions

21

Communications and Contacts

22

Appendix: Component Specifications

24

Product ref: QS L3CCH V1

Page 1 of 42

Qualification Purpose Statement: 1st4sport Level 3 Certificate in Coaching Hockey

Regulation

Qualification details

Qualification title Qualification No. Level GLHs1 TQT2

1st4sport Level 3 Certificate in Coaching Hockey 603/1018/2 3 32 143

Operational start date 01/02/17

Review date 31/01/20

Registration Period 3 Years (36 months)

Overview

Introduction

This qualification is solely awarded by 1st4sport Qualifications as the recognised awarding organisation regulated by Ofqual in England and Northern Ireland and by Qualifications Wales in Wales. The technical content for this qualification has been developed in partnership with England Hockey, with support from Great Britain Hockey, Hockey Wales and Scottish Hockey as the technical lead agencies for hockey in the UK. The qualification content is aligned to the National Occupational Standards for Sports Coaching (2014) and the industry agreed common content for coaching designed by sports coach UK (scUK) as the UK’s technical agency for sports coaching and is fully aligned to the UKCC endorsement criteria. This qualification forms part of the UK Source group for Hockey’s UKCC endorsed coach education programme. It is designed for learners who are experienced coaches who aspire to coach participants over a prolonged period of time such as a year, or competitive season. The qualification sits within a progressive suite of hockey coaching qualifications. The qualification and its components are listed on the Register of Regulated Qualifications; component details are contained in the appendix to this specification. This qualification is equivalent to Level 4 on the European Qualifications Framework (EQF). Further information about the EQF can be found at: http://ec.europa.eu/eqf/home_en.htm

1 Guided Learning Hours. GLHs for a specific qualification are defined as the number of hours of largely face-to-face tuition and assessment on-course; this includes all time spent on course-based learning and assessment activities. GLH recorded above reflects the number of GLH within the holistic training and assessment programme developed by England Hockey. GLH and TQT will be substantially increased if components are delivered independently or a different training and assessment programme is deployed. The qualification components within the appendix indicated how much time is required to deliver each component individually. 2 Total Qualification Time. TQT for a specific qualification is defined as the total number of notional hours required to achieve the qualification; this includes the GLHs, plus all off-course directed study time, including any time taken to complete any remote working/research/evidence generating activities.

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


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Objective

This qualification is designed to provide benefit to learners on the basis that it prepares them for employment as a hockey coach. A level 3 hockey coach is able to plan, deliver and evaluate an annual coaching programme. This individual may lead - or work as part of - a larger coaching team. Through the completion of the learning programme for this qualification, learners will be introduced to the practical and theoretical aspects of planning, delivering and evaluating an annual coaching programme in hockey.

Structure

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

Component title Component aim Accreditation

no. Level GLHs TQT

The role of the Programme Coach in hockey

This component assesses a hockey coach’s understanding of their role and responsibilities and the roles of others, ensuring that their coaching is safe and inclusive.

D/625/4650 3 6 11

The role of skill development in hockey coaching programmes

This component assesses a hockey coach’s understanding of the impact of skill development on programme design for an annual, or periodised, hockey coaching programme.

H/615/4651 3 5 19

Apply the golden thread when planning a hockey coaching programme

This component assesses a hockey coach’s ability to plan an annual, or periodised, hockey coaching programme to meet the needs of participants. The hockey coaching programme will cover a prolonged period of time such as a year or a season, depending on the nature of the sport and will develop participants’ performance within a sport or physical activity.

K/615/4652 3 4 48

Apply the golden thread when delivering a hockey coaching programme

This component assesses the hockey coach’s ability to implement and deliver a hockey coaching programme, overseeing other coaching staff, where appropriate. The hockey coaching programme must be progressive in nature and meet the needs of the participants.

M/615/4653 3 6 22

Apply the golden thread when reviewing a hockey coaching programme

This component assesses the hockey coach’s ability to monitor, review and modify the hockey coaching sessions, phases and overall coaching programme. Learners will also reflect on their own and others’ coaching practice, identifying areas or development.

A/615/4655 3 6 28

Apply national development themes to a hockey coaching programme

This component aims to develop the coach’s knowledge of the technical and tactical coaching requirements for hockey

J/615/4567 3 6 15


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Training and assessment

Achievement of the qualification is normally through attendance on a course of training and assessment. The assessment specification requires learners to:

design and plan a comprehensive hockey coaching programme for a hockey team, which is based on the outcome of a performance profile

produce a detailed plan of a programme for a discrete cycle of the hockey coaching programme

produce of an appropriate number of coaching session plans (minimum 6) as is required within the chosen discrete cycle

deliver an appropriate number of coaching session plans (minimum 6) as is required by the chosen discrete cycle

produce an evaluation schedule for the hockey coaching programme, conducting an evaluation of all aspects of the programme, cycles and sessions

deliver 120 minutes of hockey coaching sessions, aligned to the session plans, and discrete cycle; observed by an appropriately qualified assessor.

engage in reflective practice throughout the programme The assessment brief is inclusive of all assessment criteria. Successful completion will result in the achievement of the qualification.


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Progression

Entry routes for learners

The recognised centre is required to conduct an initial assessment of learners to ensure that the pre-requisites to registration and certification are considered and the outcome recorded during the application process. Prior to registration learners are required to: be accurately identified be 18 years of age or over

hold the 1st4sport Level 2 Certificate in Coaching Hockey or equivalent be able to communicate effectively in English3 (this includes listening, speaking, reading and writing).

Prior to certification learners are required to: have attended a Safeguarding and Protecting Children workshop hold a current Emergency-Aid certificate

Exit routes for learners: education

The qualification will enable successful learners to progress to a higher level hockey coaching programmes. The skills and knowledge developed may also be used to enable learners to progress to other industry-relevant qualifications in coaching sport, physical activity, activity leadership, supporting PE in school sport and sports development.

Exit routes for learners: employment

This qualification may lead to paid employment or unpaid voluntary roles in coaching hockey, either working independently or as part of a coaching team. Other roles that the learner may consider exploring include Activity Leader, Sports Official and Sports Volunteer.

3 Learners must be able to understand the requirements of the qualification and the information within the qualification materials in English without assistance. Where there is demand, this qualification may also be available in Welsh or Irish.


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Market and Support

Target Audience: Learners

The qualification is designed for those who wish to develop their hockey coaching to be able to develop a participant or a team over a prolonged period of time, such as a year or a competitive season. This qualification can be used as a progression from the 1st4sport Level 2 Certificate in Coaching Hockey.

Target audience: centres

The qualification is designed to be delivered by England Hockey as the sole delivery centre, delivering nationally in both England and Wales.

Target Audience: employers

The qualification is designed to support employers in the sport, active leisure and physical activity sector; supporting development pathways of employees and volunteers. Employers include schools, hockey clubs and organisations delivering community sport programmes.

Alternatives:

The 1st4sport Level 2 Award in Sessional Hockey Coaching or the 1st4sport Level 2 Certificate in Coaching Hockey may be more appropriate for inexperienced coaches, or those who need to develop their confidence delivering activities through working with smaller groups before taking overall responsibility for a coaching group. 1st4sport Qualifications award a number of alternative sport-specific qualifications in Coaching at Level 3. A list of our coaching qualifications can be found at www.1st4sportqualifications.com/our_qualifications

Support

The qualification is recognised as the industry standard level 2 qualification for session coaches in hockey by England Hockey, Great Britain Hockey, Hockey Wales and Scottish Hockey. It is further supported by sports coach UK. The support is focused on the benefits of the qualification for learners, the objective of the qualification and the predicted learner demand. This information was gathered through valid research and consultation with a range of stakeholders including potential employers and the delivery workforce for hockey qualifications.

http://www.1st4sportqualifications.com/our_qualifications


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Qualification Approval Conditions

1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval Conditions.

Failure to comply with all relevant conditions will result in sanctions being applied which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities.

Section One: Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

Conditions Evidence: minimum workforce

The recognised centre is required to have a qualified and competent qualification workforce4 in place which includes as a minimum5:

a qualification administrator a qualification coordinator Hockey endorsed tutor/assessors to conduct training Hockey endorsed internal quality assurer to conduct internal quality assurance

(IQA)6 In deploying the workforce, the recognised centre must ensure that each course operates with a minimum 16 learners (or have access to 16 players for practical sessions) and maximum 24 learners to two Hockey endorsed tutor/assessors. The observed assessments must be conducted on a 1:1 basis with a recommended maximum of 6 learners per assessor per assessment day.

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

Evidence: ratios

Must be evidenced through:

course/programme attendance registers for staff and learners

course/programme authorisation requests to 1st4sport

internal quality assurance sampling plans and reports.

4 The centre must ensure that any conflicts with regards to the delivery, assessment or IQA activities are reported to 1st4sport in accordance with 1st4sport Position Statement: Conflict Management for mitigation or management purposes. This can be sourced via the 1st4sport website in the About us/ Policies and procedure section. 5 One person may fulfil a number of the required roles. 6 Internal verifiers must not tutor or assess on a course where they are completing the internal verification.


Page 7 of 42

QCON 1.2 Qualification administrator

Conditions Evidence: competence

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


course authorisation and any related activities learner registration and any related activities learner certification and any related activities.

QCON 1.3 Qualification coordinator

Conditions Evidence: competence

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


qualification resource records (staff, sites, learning and assessment materials)

qualification administration, initial assessment and induction records training, assessment and internal quality assurance records.


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QCON 1.4 Tutor/Assessors

Conditions Evidence: initial capability and competence

The recognised centre is required to recruit and deploy Hockey endorsed tutor/assessors: The tutors/assessors are responsible for the delivery and assessment of the England Hockey Learning and Assessment Programme and the valid conduct of assessment. Tutor/assessors are required to: be an experienced hockey coach hold or be working towards a recognised tutor qualification (or equivalent) hold or be working towards a recognised assessor qualification (or

equivalent) have attended the England Hockey tutor/assessor orientation. An individual registered onto, or in a possession of a tutor qualification only, should not act as the Assessor. Likewise, an individual registered onto or in possession of only an assessor qualification, should not tutor this qualification.

Must be evidenced by the name and contact details of each tutor contained within the Athena Staff tab. Workforce evidence (CVs and certificates) are held by EH to be approved on the GB Hockey list and therefore not required within Athena.

Evidence: ongoing capability and competence


CPD and Standardisation records internal quality assurance reports and action responses external quality assurance reports and action responses

(Athena)

QCON 1.5 Internal quality assurers

Conditions Evidence: initial capability and competence

The recognised centre is required to recruit and deploy Hockey endorsed internal quality assurers responsible for the conduct of relevant internal quality assurance activities. Internal quality assurers are required to:

be an experienced sports coach

hold a recognised internal quality assurance qualification (or equivalent)

have attended the England Hockey IQA Orientation

OR

be an experienced hockey coach

have attended the England Hockey IQA Orientation

Must be evidenced by the name and contact details of each assessor contained within the Athena Staff tab. Workforce evidence (CV, certificates) is held by EH to be approved on the GB Hockey list and therefore not required within Athena.

Evidence: ongoing capability and competence


CPD and Standardisation records internal quality assurance reports and action responses external quality assurance reports and action responses

(Athena)


Page 9 of 42

QCON 1.6 Qualification delivery sites, facilities and environment

Conditions Evidence: sites and facilities

The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of learning and assessment. These must comply with accepted health and safety practices in hockey and have in place appropriate access arrangements. All training and/or assessment sites must include the following facilities: artificial turf hockey pitch hockey pitch with two goals a theory space for up to 24 learners which includes a classroom containing

multimedia facilities flip charts and flip chart pens. Ideally, there would also be an area/indoor space to use for carrying out technical and tactical activities in inclement weather conditions.

Must be evidenced through: inventories and risk assessments internal verification reports external verification reports (Athena).

QCON 1.7 Qualification equipment

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment. This equipment must comply with accepted health and safety practice for hockey. The recognised centre must include equipment sufficient for the entire cohort. This will include:

Hockey sticks

Hockey balls

Cones (stack of suitable cones)

Bibs (set of 10 one colour) The recognised centre must ensure that all learners and persons being coached wear appropriate sports apparel, including correct footwear for the playing surface and a whistle. Goalkeepers should wear full protective clothing and it is strongly encouraged learners use shin guards and mouth guards.

Must be evidenced through: pre-course instructions on clothing to learners inventories and risk assessments internal verification reports external verification reports (Athena)


Page 10 of 42

QCON 1.8 Qualification materials7

Conditions Evidence: materials

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

1st4sport Level 3 Certificate in Coaching Hockey Assessment Tools 1st4sport Level 3 Certificate in Coaching Hockey Assessment Brief 1st4sport Level 3 Certificate in Coaching Hockey DAQAA


the published hockey programme of learning and assessment per course

completion of tasks assessed in accordance with the 1st4sport Assessment Brief

internal quality assurance reports external quality assurance reports and action

responses (Athena).

QCON 1.9 Qualification fees8

Conditions Evidence: fees

The recognised centre is required to pay a £45 (plus VAT where applicable) learner registration and certification fee per registered learner when the course is authorised with 1st4sport within the appropriate timescales. The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification; this should include a comprehensive package of training, assessment and any optional costs made very clear at the point the learner enters into a contract with the centre.


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

related payment logs.

7 The qualification workforce is required to ensure the confidentiality of the Delivery, Assessment and Quality Assurance Approach at all times. This must not be shared with the learners or third party who are not part of the qualification workforce under any circumstances. 8 Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack

service for additional £5 fee per learner (plus VAT where this is applicable).


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Section Two: Administration, initial assessment and inductions

QCON 2.1 Course/programme administration

Conditions Evidence: administration records

All recognised centres should utilise the 1st4sport centre portal to authorise courses as well as register and certificate learners. To gain access to this system the centre needs to register interest with 1st4sport and be issued a system access key username and password. To obtain assistance or to request this, contact the 1st4sport Business Support Team on: Tel: 0113 290 7610 Email: [email protected]

Must be evidenced though:

engagement with the 1st4sport portal course authorisation records, related updates and

communications learner registration records, related updates and

communications learner certification records, related updates and

communications.

mailto:[email protected]


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QCON 2.2 Learner eligibility and pre-requisites

Conditions Evidence: pre-requisites

The recognised centre is required to conduct an initial assessment of learners to ensure that the pre-requisites to registration and certification are considered and the outcome recorded during the application process. Prior to registration learners are required to: be accurately identified be 18 years of age or over

hold the 1st4sport Level 2 Certificate in Coaching Hockey or equivalent be able to communicate effectively in English9 (this includes listening, speaking,

reading and writing).

Prior to certification learners are required to: have attended a Safeguarding and Protecting Children workshop hold Emergency-Aid certificate

Must be evidenced through: learner records containing personal data which

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

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

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

copies of certificates to confirm achievement for: 1st4sport Level 2 Certificate in Coaching

Hockey or equivalent a Safeguarding and Protecting Children

workshop a suitable Emergency-Aid certificate

9 Learners must be able to understand the requirements of the qualification and the information within the qualification materials in English without assistance. Where there is demand, this qualification may also be available in Welsh or Irish.


Page 13 of 42

QCON 2.3 Learner eligibility and barriers to access

Conditions Evidence: access arrangements

The recognised centre is required to conduct an initial assessment of learners to consider barriers to access in accordance Equality Act 201010 and its protected characteristics. Barriers have been identified in order to preserve the integrity, the technical requirements and duty of care. These include:

age – individuals under the age of 18 are not permitted to attend this qualification for safety purposes. As a result no adjustments to this barrier can be applied.

race – individuals who do not speak English to an appropriate standard for quality assurance purposes. In such cases reasonable adjustments will not be applied.

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

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

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


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

reasonable adjustment requests, supporting evidence11 and clearly implemented arrangements.

10 There are no barriers to access on the grounds of marriage, religion or belief, sex, sexual orientation or gender transformation. 11 Medical reports, diagnostic tests or professional testimonies


Page 14 of 42

QCON 2.4 Learner eligibility and recognised prior learning

Conditions Evidence: RPL

The recognised centre is required to conduct an initial assessment of learners to consider any recognised prior learning (RPL). Any learner who is deemed to have relevant and current experience, learning or achievements deemed to be equal to aspects of this qualification are eligible for recognised prior learning and assessment. Each learner should be subject to initial assessment recorded by the recognised centre and handled on a case by case basis.


evidence to demonstrate the prior learning and/or achievements of the learner

evidence to show the mapping of this evidence against the standardised training and assessment programme

QCON 2.5 Learner enrolment, agreement and registration period

Conditions Evidence: enrolment process

The recognised centre is required to have a fair and equitable enrolment process. Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure that they:

conduct themselves accordingly in accordance with to a code of conduct are equipped with appropriate apparel to facilitate coaching activities understand that the registration period for this qualification is 3 years (36 months) in

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

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

related processes.


learner application forms or web based application services

signed learning agreements/contracts12.

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


Page 15 of 42

QCON 2.6 Learner Inductions

Conditions Evidence: in

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

the individual members of the centre’s workforce and their roles the centre’s policies and procedures which as a minimum must cover:

- health and safety - equality and diversity - data protection - malpractice/maladministration - appeals - complaints - child/vulnerable adult safeguarding.

information on their Unique Learner Number (ULN) and the Personal Learner Record (PLR) (for centres in England only at this time).

the learning outcomes and the assessment criteria the learning and assessment programme individual learning plans links to National Occupational Standards and functional skills (where these exist) the position of the qualification in relation to others and any progression

opportunities any scheduled internal or external quality assurance activities.


induction attendance registers and records policy booklets or signposts induction documentation.


Page 16 of 42

Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: learning hours

The recognised centre is required to deliver the qualification in accordance with the recommended guided learning hours which are 24 hours, depending upon learners’ needs and the structure of the programme of training and assessment. The Total Qualification Time (TQT) is 150 hours. This has been calculated using the guided learning hours, directed study and all assessments.


marketing tools (where these exist) a published hockey learning and assessment

programme13.

QCON 3.2 The Training and Assessment Programme

Conditions Evidence: course programme

The recognised centre is required to use the 1st4sport training and assessment programme adapting where necessary to meet the specific needs of individual learners. In delivering the programme the following is considered:

all learning outcomes all assessment opportunities and the assessment criteria each learner’s individual needs the learners’ registration period (3 years).

Training and assessment programmes must be evidenced through:

a published hockey learning and assessment programme per course

course administration records.

13 To include full mapping to all component learning outcomes, assessment criteria and mandatory delivery content (where the standardised 1st4sport Learning programme is not utilised).


Page 17 of 42

QCON 3.3 Assessment Specification

Conditions Evidence: assessment

Achievement of the qualification is normally through attendance on a course of training and assessment. The assessment specification requires learners to:

design and plan a comprehensive hockey coaching programme for a hockey team, which is based on the outcome of a performance profile

produce a detailed plan of a programme for a discrete cycle of the hockey coaching programme

produce of an appropriate number of coaching session plans (minimum 6) as is required within the chosen discrete cycle

deliver an appropriate number of coaching session plans (minimum 6) as is required by the chosen discrete cycle

produce an evaluation schedule for the hockey coaching programme, conducting an evaluation of all aspects of the programme, cycles and sessions

deliver 120 minutes of hockey coaching sessions, aligned to the session plans, and discrete cycle; observed by an appropriately qualified assessor.

engage in reflective practice throughout the programme The assessment brief is inclusive of all assessment criteria. Successful completion will result in the achievement of the qualification.


records of learners attendance and achievements completion of tasks assessed in accordance with

the 1st4sport Assessment Brief internal quality assurance reports external quality assurance reports and action

responses (Athena).


Page 18 of 42

QCON 3.4 Assessment Tools

Conditions Evidence: assessment tools

The recognised centre is required to use valid and reliable assessment tools which are assessed in accordance with the levels of attainment outlined within the 1st4sport Assessment Brief.


a record of learners attendance and achievement of each task and component, the assessor and completion dates

completed learner portfolios internal quality assurance reports external quality assurance reports and action responses (Athena).

Evidence: alternative arrangements


an alternative assessment arrangements request the completion of agreed alternative assessment tools.

QCON 3.5 Assessment Eligibility

Conditions Evidence: eligibility for assessment

The recognised centre is required to ensure all learners who have attended the full programme of learning are given opportunities to be assessed within their period of registration for the qualification.


England Hockey Programme of Learning and Assessment registers and/or records of attendance


Page 19 of 42

QCON 3.6 Assessment Process

Conditions Evidence: assessment process

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

assessment schedules are communicated assessment briefings are completed with reference to the format of the assessment,

what is expected of learners and the assessment criteria being used the assessment is conducted in line with the assessor guidance and invigilation

conditions assessment decisions are made in line with the principles of assessment (Validity

Authenticity, Reliability, Currency, Sufficiency of evidence) assessment decisions are communicated via established channels assessment decisions are recorded and shared with learners after internal quality

assurance has been completed.


a published hockey training and assessment programme per course

assessment schedules per learner records of attendance and achievements completed learner portfolios assessed in line with

the 1st4sport assessor guidance; including signatures and annotations which clearly evidence assessment activities

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

responses (Athena).

QCON 3.7 Eligibility of Learners for Special Consideration

Conditions Evidence: access arrangements

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


special consideration requests (Athena) implementation of the arrangements.


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QCON 3.8 Eligibility of Learners for Certification

Conditions Evidence: certification

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


assessment tracking and records

assessor communications to the qualification administrator

administrator communications to learners

internal quality assurance reports

certification requests to 1st4sport.

QCON 3.9 Reassessments

Conditions Evidence: reassessment activities

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


assessment schedules per learner, tracking and records

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

responses (Athena).


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Section Four: Internal Quality Assurance

QCON 4.1 Internal Quality Assurance Strategy

Conditions Evidence: strategy

The recognised centre is required to operate in accordance with a risk based approach to internal quality assurance which is inclusive of delivery and assessment interventions dependent upon need. This serves to ensure full support for a learner centric approach. Standardisation activities should be conducted annually and focussed on delivery, assessment and internal verification.

Must be evidenced through a current internal quality

assurance strategy document uploaded into the Documents section of Athena

QCON 4.2 Internal Quality Assurance Sampling

Conditions Evidence: sampling activities

The recognised centre is required to develop and implement sampling plans in accordance with the risk based approach.


sampling plans internal quality assurance reports.

QCON 4.3 Internal Quality Assurance Interventions

Conditions Evidence: Internal Quality Assurance Sampling

The recognised centre is required to ensure all delivery interventions are observation based; predominately focussed on day 1 of the established learning programme due to this being where the learners’ knowledge is developed. Assessment interventions are inclusive of

observation of assessment performance sampling of assessment tasks and/or whole portfolios tutor/assessor/learner interviews (face to face or via telephone)

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

Must be evidenced through: internal verification reports and action responses external verification reports and action responses

(Athena).


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

Additional important contacts

England Hockey Contact Details

Website: England Hockey Enquiries email: [email protected] Telephone: 01628 897515

Hockey Wales Contact Details

Website: http://hockeywales.org.uk/ Enquiries email: [email protected]

Scottish Hockey Contact Details

Website: http://www.scottish-hockey.org.uk/ Telephone: 0141 550 5999

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

Website: skillsactive.com Enquiries e-mail: [email protected] Telephone: 0207 840 1900

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

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

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

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

http://www.englandhockey.co.uk/

mailto::[email protected]

http://hockeywales.org.uk/


http://www.scottish-hockey.org.uk/

http://www.skillsactive.com/


http://www.sportscoachuk.org/

http://www.sportscoachuk.org/contact

http://www.cimspa.co.uk/



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The Register of Regulated Qualifications

The full list of qualifications awarded by 1st4sport is either available on request or can be viewed on the Register of Regulated Qualifications here.14

The Office of the Qualifications and Examination regulator (Ofqual)

Website: gov.uk/government/organisations/ofqual

Department for Education

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

Learning Records Service

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

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

http://register.ofqual.gov.uk/Search?category=Qualifications&query=1st4sport

https://www.gov.uk/government/organisations/ofqual

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

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


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Appendix: Qualification Components

Component title: The role of the programme coach in hockey

Component aim This component assesses a programme coach’s understanding of their role and responsibilities and the roles of others, ensuring that their coaching is safe and inclusive.

Component level: 3

Guided Learning Hours (GLH): 9 Total Learning Time (TLT): 18

Learning outcomes The learner will:

Assessment criteria The learner can:

Mandatory Delivery content The learner will develop an understanding of:

1

understand the role of the programme coach in hockey

1.1

reflect on their role

the role of the coach in the implementation and management of the

hockey programme and sessions, strategies to manage others in the hockey coaching environment how to promote, and coach within the boundaries of, hockey code(s) of

practice that impact on the coach and others how to promote the ethos of the participant-centred approach how to produce a coaching philosophy the importance of being a positive role model for participants and

others the importance of operating within own level of competence and

experience the importance of continued professional development for self and

others

2

understand the responsibilities of the programme coach in hockey

2.1

reflect on responsibilities related to rules and regulations

the overarching legal and hockey responsibilities of the role the impact of organisational procedures on coaching practice the rules and regulations of hockey to enable the delivery of coaching

programmes the role of hockey officials and the positive promotion of these


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2.2

reflect on responsibilities related to duty of care

what constitutes acceptable relationships as a coach

the guidelines for safeguarding and protecting the following participant groups, adherence to these and maintaining confidentiality:

young people and children, including signs and symptoms of abuse adults at risk

participants who share protected characteristics the importance of maintaining the confidentiality of participants’ personal

details how to utilise others to support participant development and welfare when to seek specialist advice from a competent person or agency on

participants’ needs and potential that cannot be met

2.3

reflect on responsibilities related to safe coaching practice

health and safety management, knowing how to:

- prepare the environment - conduct a risk assessment - minimise risk - put contingency plans in place

emergency procedures; knowing how to follow:

correct procedures for dealing with accidents, emergencies and incidents

correct procedures for reporting issues

facility normal operating procedures (NOPs) and emergency operating procedures (EOPs)

management of others to ensure safety is maintained


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2

understand the responsibilities of the programme coach in hockey

2.4

reflect on responsibilities related to inclusive coaching practice

how to ensure hockey coaching practice is equitable inclusive delivery of hockey coaching programmes and activities and

where to gain information on this assessing individual participants’ needs to ensure coaching is inclusive

(disability/impairment) how to recognise and address possible barriers to participant

development; when to make reasonable adaptations to programme design, delivery methods and coaching styles

how to communicate with a variety of participant types:

- disabled and non-disabled people - children/youth/adults those who share protected characteristics

recognising that different participants learn in different ways how different backgrounds and stages of participant development can

impact on

age skill development emotional development

2.5

reflect on the benefits of using others to support coaching programmes

how to operate within a hockey coaching team the breadth of roles in support of coaching, how to ensure positive

relationships with, and the promotion:

- hockey official - assistant coach - physiotherapist - nutritionist - psychologist - strength and conditioning

specialist

- physician - parents club officials - administrators - grounds staff - facility staff

how to share and agree roles and responsibilities of participants and others


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3

understand how to support participants’ lifestyle through hockey coaching programmes.

3.1

reflect on factors contributing to participants’ lifestyle

the role of the hockey coach in encouraging the pursuit of a healthy

lifestyle the lifestyle issues that may affect programme participants

3.2

reflect on methods of maintaining the well-being of participants and others

how to encourage effective time management, supporting participants

to plan and prioritise their own work and study commitments (eg training, competition, employment and academic studies)

the impact of participation in developing participants socially through improved confidence and self-esteem

the need for participants’ to achieve a work-life balance

3.3

reflect on the role of the coach in injury prevention and management

how to work with others to prevent injury how to support participants in recovering from injury, possibly with the

support of others

3.4

reflect on the overarching principles of nutrition and hydration related to sports performance

understand the principles of good nutrition as it relates to hockey

performance understand how best to achieve optimum nutrition and hydration

levels before, during and after training and competition

3.5

reflect on the principles of the use of drugs and supplements in sport, and medical considerations

how to access information and prohibiting and understanding and

other the ethical issues surrounding drug taking in hockey how to identify and access sources of information on, including the

consequences within hockey, of taking:

- prescription medicines - supplements - performance-enhancing drugs - illegal substances


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Component title: The role of skill development in hockey coaching programmes

Component aim This component assesses a programme coach’s understanding of the impact of skill development on programme design for an annual, or periodised, coaching programme.

Component level: 3





1

understand the physical requirements of hockey

1.1

explain the fundamental movement skills that underpin the technical, tactical and physical requirements of hockey

fundamental movement (beyond A,B,C)

- agility - balance - coordination - travel

- jump - send - receive - strike

the technical and tactical requirements of hockey the physical requirements of hockey

1.2

outline the physical capabilities required for hockey

the physical capabilities required for hockey the skill-related aspects of hockey in relation to physical fitness the concepts of physical conditioning, its role in training and how to

apply them to participants, including:

- aerobic endurance - muscular endurance - speed - flexibility - agility

- strength - power - balance and coordination - core stability - functional strength


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2

understand mental requirements of hockey

2.1

describe the mental skills required in hockey

the mental skills required for successful performance in hockey

including:

- confidence – mental toughness, self-confidence, belief - concentration – ability to maintain focus, intentional control - motivation – intention and desire to be effective/succeed - emotional control – ability to maintain emotional control regardless

of distraction - cohesion – commitment/ability to continue working to agreed

goals - growth mindset – self-motivated learner - psychosocial characteristics of developing excellence (PCDE)

skills - resilience

the different stages of cognitive, emotional and social development

2.2

illustrate how a coach can contribute to the development of participants’ mental skills

how to develop participants’ mental skills in hockey including:

- confidence – mental toughness, self-confidence, belief - concentration – ability to maintain focus, intentional control - motivation – intention and desire to be effective/succeed - emotional control – ability to maintain emotional control regardless

of distraction - cohesion – commitment/ability to continue working to agreed

goals - growth mindset – self-motivated learner - psychosocial characteristics of developing excellence (PCDE)

skills - resilience


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3

understand the application of skill development within a hockey coaching programme.

3.1

illustrate the key factors of skill development

the concepts of:

skill coordination motor skill learning skill acquisition skill retention skill transfer

3.2

illustrate the principal methodologies of skill development

the delivery style - pedagogy vs andragogy the range skill development delivery methods:

whole practice part instruction whole-part-whole instruction shaping chaining

the range of skill development coaching activities:

- drills based - scenario based - small sided games - adapted games (rule changes/restrictions) - full games - differentiation (adaptations and progressions)

the range of coaching methods for skill development:

facilitation instruction demonstration question and answer

3.3

critically analyse how coaching behaviours impact on participant skill development

how participants’ learning preferences and the use of coaching style impact

on skill development how different backgrounds and stages of participant development can impact

on skill development


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Component title: Apply the golden thread to the planning of a hockey coaching programme

Component aim

This component assesses a coach’s ability to plan an annual, or periodised, hockey coaching programme to meet the needs of participants. The coaching programme will cover a prolonged period of time such as a year or a season, depending on the nature of the sport and will develop participants’ performance within hockey

Component level: 3




Mandatory delivery content The learner will develop the knowledge, understanding and skills to be able to:

1

understand the process of planning hockey coaching programmes.

1.1

explain the strategic overview of the coaching programme.

identify and define the overall aims of the hockey coaching programme measure the outcomes of the hockey coaching programme

1.2

explain the components and phases of a coaching programme

identify the components of a coaching programme (periodisation):

- macrocycle - mesocycle - microcyle

describe the different phases within a coaching programme (periodisation):

- preparation phase (general and specific) - competition phase - transition phase (active rest)

incorporate the principles and processes, in the context of hockey, involved in planning a coaching programme


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1.3

explain the factors to consider when developing a coaching programme

identify the demands of hockey to inform the programme design

identify and analyse evidence and sources of information that need to be collated to design the coaching programme

plan the focus and priority of each phase of the coaching programme

identify appropriate recovery activities and strategies within seasonal, weekly training cycles and annual coaching programmes

integrate all training, competition/recreational and recovery activities effectively to ensure optimal training and performance programmes

skill acquisition effectively into the rest of the programme (ie constraint-led coaching)

2

analyse participants’ performance and stage of development to set programme goals in hockey.

2.1

identify participants’ stages of development and how this will determine the coaching programme

explain how the hockey coaching programme, session content and coaching environment is influenced by:

- participants’ age - participants’ stage of development - participants’ physical readiness to participate - competition

2.2

justify specific physical testing protocols and recording methods for the coaching programme

assess the risks involved in testing

monitor and refine the analysis at regular intervals throughout the coaching programme

types of analysis, recording methodology and technology used

2.3

perform physical tests to establish current performance levels

analyse participants’ current and desired levels of performance, including technical and tactical ability and physical conditioning

integrate performance analysis effectively into the programme

manage the risks involved in testing

2.4

review methods and sources of information available to design a coaching programme

evaluate valid sources of information to take forward to the programme planning stage


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3

be able to design hockey coaching programmes to meet participants’ needs.

3.1

identify the overall aims of the coaching programme

identify the technical and tactical requirements of hockey

categorise:

- participant types - participant aims and aspirations

review analysis of participants’:

- level of development - actual and potential performance levels - level of motivation

and explain the importance of these when planning a coaching programme

design and initially agree coaching programme aims for, and with, participants to include:

- physical skill development - mental skill development - technical and tactical skill development

set out and agree coaching programme goals with participants and others

3.2

identify the focus and priority of each stage of the coaching programme

plan the programme in relation to:

- recreation - competition - training cycles - level of participation (recreational, competitive league etc)

design and agree the goals for the (periodisation) cycles of the programme for participants

explain to others their roles and responsibilities


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3

be able to design hockey coaching programmes to meet participants’ needs (cont)

3.3

plan the coaching programme to meet participants’ needs

select and plan hockey activities and resources that facilitate the achievement of coaching programme goals and enhance participant development:

- skill acquisition - physical conditioning - mental skills

explain methods of enhancing and maintaining performance

prepare participants for competition

justify and apply the components of physical conditioning in the programme

3.4

plan the resources required for the coaching programme

ensure the required resources and facilities are available to participants and others involved in the programme and in line with good practice in hockey

assess and manage the risks involved

3.5

justify how and when to evaluate the programme

identify when to regularly review and evaluate participants’ progress throughout the coaching programme

plan a schedule for the evaluation of the coaching programme, and share with participants and others


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Component title: Apply the golden thread to the delivery of a hockey coaching programme

Component aim

This component assesses the coach’s ability to implement and deliver a sport-specific coaching programme, overseeing other coaching staff, where appropriate. The coaching programme must be progressive in nature and meet the needs of the participants.

Component level: 3





1

manage the implementation of the hockey coaching programme

1.1

agree roles and responsibilities of participants and others involved in the programme

communicate information about the hockey coaching programme to participants and others

provide information to participants

1.2

lead the implementation of the coaching programme including:

skill acquisition physical conditioning mental skill

development holistic programme

development.

Implement a hockey coaching programme that incorporates the technical and

tactical requirements of the sport directly coach participants with a periodised programme:

macro (annual) planning mesocycle microcycle

use the principles of skill development in their coaching

2

deliver the hockey coaching programme.

2.1

create and maintain, an effective learning environment/culture

identify the key aspects of an effective hockey coaching environment

clarify aims and objectives of sessions, set SMART/tangible goals and agree these with participants

implement good practice principles of starting and ending coaching sessions for physical and mental preparation – delivering warm-ups and cool-downs


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2.2

demonstrate a variety of coaching techniques, adapting coaching and leadership styles to meet the needs of participants and others

utilise a variety of communication methods with participants and others

utilise listening skills

lead participants and other staff in an effective and appropriate manner

adopt coaching techniques relevant to participants’ needs

deliver a balance of facilitation, instruction and demonstration

ensure there is a balance of activities in the sessions

adapt their coaching and style of leadership to meet the needs and varied learning styles of participants and others

2.3

maintain participant engagement in sessions

encourage and empower participants

incorporate a variety of coaching styles into delivery

maintain regular communication with participants and others

2.4

manage the behaviour of participants and others in sessions

manipulate the rules and regulations of hockey to enable the delivery of coaching sessions

set and enforce ground rules for behaviour within sessions

2.5

manage risk and maintain a safe coaching environment.

manage risk, and monitor participants and others according to the health and safety requirements of the coaching programme and hockey

organise the setting up, taking down and managing of equipment required for hockey sessions

3

develop participant performance during the hockey coaching programme

3.1

deliver technical and tactical requirements of hockey in sessions

identify the technical and tactical requirements of hockey

provide technical and tactical demonstrations and explanations that are correct

apply appropriate communication methods in the provision of technical guidance


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3.2

manage the implementation in sessions of skill acquisition, physical conditioning and mental skills development

directly coach participants in skill acquisition, physical conditioning and mental skills development

provide support and feedback to others involved in coaching participants in skill acquisition, physical conditioning and mental skills development

monitor and refine the skill acquisition components of the coaching programme, including:

- skill coordination - motor skill - learning - skill acquisition - skill retention - skill transfer

3.3

observe, analyse, intervene and provide ongoing feedback to participants to improve performance within sessions

observe participants’ performance

analyse participants’ performance and current skill level

provide constructive feedback to participants

offer information to participants after coaching sessions and different stages of the programme.


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4

Monitor participant development during the hockey coaching programme

4.1

review and evaluate progress with participant and others at agreed points during the coaching programme

develop methods for evaluating performance that are safe, valid and reliable

continually monitor and review the coaching programme at intervals required by the sport

work with participants to regularly evaluate and review progress throughout the coaching programme, developing action plans when required

provide support and feedback to others involved in the coaching programme

4.2

adapt coaching programme goals for participants based on:

observation

feedback

progress

circumstances

monitor and refine the programme as it develops, using contingency plans where appropriate

manage change effectively within the programme.

4.3

modify the coaching programme to ensure sessions continually meet participants’ needs and programme goals

implement the principles of needs-led coaching, and understand how this can impact on coaching programme and session goals

modify the coaching programme to ensure sessions meet the programme goals


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Component title: Apply the golden thread when reviewing a hockey coaching programme

Component aim

This component assesses the coach’s ability to monitor, review and modify the coaching sessions, phases and overall coaching programme. Learners will also reflect on their own and others’ coaching practice, identifying areas or development.

Component level: 3





1

evaluate the hockey coaching programme

1.1

Monitor, review and modify the coaching programme

work with participants to regularly review and evaluate their progress

throughout the hockey coaching programme complete evaluations of individual hockey coaching sessions and cycles monitor and refine the coaching programme as it develops, using contingency

plans where appropriate manage change effectively within the programme complete an evaluation of a complete coaching programme to include:

analysis of performance evidence from the programme, cycles and sessions

the short- and long- term effectiveness of physical and mental conditioning coaching contributions from others feedback from participants feedback from others

explain how the analysis of the evidence from the monitoring and review process informs the evaluation results

justify any modifications, made to the coaching programme

1.2

evaluate the impact of self in the design, management and delivery of the coaching programme.

review and justify the methods selected and understand their importance and impact during the planning of the coaching programme


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1.3

evaluate the contributions of others involved in the coaching programme and identify development needs

promote a culture of continuing professional development

explain the importance of taking account of organisational objectives when evaluating and developing others

identify coaching roles, career progressions and pathways in hockey

assist with the development of others involved in the coaching programme

1.4

evaluate findings and recommendations for current and future coaching programmes

ensure the outcomes of the evaluation are recorded effectively and communicated to participants and others

report and implement recommendations for improvement from the evaluation process

2

create a personal development plan for coaching hockey

2.1

define the skills, knowledge and organisational requirements for planning and delivering coaching programmes

explain the importance of taking account of organisational objectives when evaluating own performance and performance of others

appreciate the importance of continuing professional development for those involved in the coaching programme

2.2

identify own development needs using self-reflection and feedback from others

take responsibility for own development

explain the importance of taking account of organisational objectives when evaluating and developing self

self-reflect on own performance

critically analyse and identify personal development needs

obtain valid feedback on own performance from participants and others

write a SMART personal development plan

2.3

source developmental opportunities that will meet identified development needs

source opportunities for continuing professional development in hockey

2.4

review and update their personal action plan continually throughout the programme.

record evidence of continual updating, and recording of personal action plans


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Component title: Apply the national development themes through hockey coaching programmes

Component aim This component aims to develop the coach’s knowledge of the national development themes for hockey.

Component level: 3




Mandatory Delivery content The learner will develop the knowledge to be able to coach the learner to:

1

be able to develop technical skills of individuals

1.1

develop ball carry skills through hockey coaching programmes

give accurate technical instruction or demonstrations and feedback

1.2

develop passing skills within hockey coaching programmes


1.3

develop receiving skills through hockey coaching programmes


1.4

develop goal scoring skills through hockey coaching programmes


1.5

develop goal keeping skills through hockey coaching programmes



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2

be able to develop tactical skills

2.1

develop attack principles through hockey coaching programmes

give accurate tactical instruction and feedback

2.2

develop defence principles through hockey coaching programmes


2.3

develop set plays through hockey coaching programmes


2.4

develop transitional play through hockey coaching programmes


1st4sport Level 3 Certificate in Coaching Hockey · hockey coaching programme must be progressive...

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