1st4sport Level 3 Diploma in Coaching Tennis (QCF)...coaching their full-time profession, either an...

Developed in Partnership with The Lawn Tennis Association (LTA)

Supported by British Tennis

1st4sport Level 3 Diploma in Coaching Tennis (QCF)

Qualification Specification

Version 3: 12 July 2016

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 verifiers should also comply with the following addendums to ensure full deployment of the standards required to be maintained:

The Learner Pack

The Tutor, Assessor, Verifier Guidance

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© Coachwise Ltd, 2016

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.

1st4sport Qualifications Coachwise Ltd Chelsea Close

Off Amberley Road Armley Leeds

LS12 4HP Fax: 0113-231 9606

Email: [email protected]

Website: www.1st4sportqualifications.com

The Ofqual/SQA-recognised awarding organisation 1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports

coach UK), the UK-registered charity leading the national development of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop

and advance sport nationwide.

National/Qualification Accreditation Number: 601/1698/5

Qualification accreditation date: 10 October2013

Specification publication dates:

V1 09 January 2014: Original specification V2 04 June 2015: Content rationalised, Conditions amended to encompass evidence requirements, no technical

amends

V3 12 July 2016: Qualification Review Date updated and Unit Specifications inserted into the appendices.

mailto:[email protected]

http://www.1st4sportqualifications.com/

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Contents

List of contents Page

Introduction to 1st4sport Qualifications

Qualification regulation details and dates Qualification structure and units

1

Qualification Purpose Statement[

Overview Progression Support

3

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 tutors/assessors QCON 1.5 Qualification internal verifiers 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

5

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

QCON 2.1 Course/programme administration QCON 2.2 Learner enrolment, agreement and registration period QCON 2.3 Learner eligibility and pre-requisites QCON 2.4 Learner eligibility and barriers to access QCON 2.5 Learner inductions

10

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

14

Qualification Approval Conditions: Section Four - Internal Quality Assurance

QCON 4.1 Internal verification strategy QCON 4.2 Internal verification sampling QCON 4.3 Internal verification interventions

22

Communications and Contacts

23

Appendix 1: Level 3 Technical Syllabus for Coaching Tennis

24

Appendix 2: Unit Specifications for the 1st4sport Level 3 Diploma in Coaching Tennis (QCF)

28

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Introduction to the Qualification

The 1st4sport Level 3 Diploma in Coaching Tennis (QCF) is solely awarded in England by 1st4sport Qualifications and has been developed in partnership with The Lawn Tennis Association (LTA), supported by British Tennis in consultation with the UK Coach Consulting Group for tennis..

Qualification Regulation1 Details and Dates

Qualification Title Qualification

No. Level GLHs Credit

1st4sport Level 3 Diploma in Coaching Tennis (QCF)

601/1698/5 3 252 – 295

47

Regulation Dates

Qualification regulation start date 01 November 2013

Qualification review date 31 December 2017

Certification end date 31 December 2020

Qualification Structure and Units

To qualify for the 1st4sport Level 3 Diploma in Coaching Tennis (QCF), learners must successfully achieve a minimum of 47 credits. 42 credits will come from the 14 mandatory units with an additional five credits (minimum) being achieved from one of the optional units. This qualification is only available through the Advanced Level Apprenticeship in Coaching, which is delivered by The Lawn Tennis Association. Achievement of the qualification is through attendance on the LTA Diploma Programme of Learning and Assessment which ensures completion of the 1st4sport Learner Pack, accessed via the LTA’s MyTraining Diary, which is inclusive of all assessed tasks.

The unit specifications for the 1st4sport Level 3 Diploma in Coaching Tennis (QCF) are contained within Appendix 2 of this Specification.

Title Accreditation


Mandatory Units

MU1 Understanding the Principles of Safe and Equitable Coaching Practice

M/601/2108 2 13 2

MU2 Understanding the fundamentals of coaching programmes

T/601/3535 3 18 3

MU3 Understanding the principles of planning coaching programmes

A/601/3536 3 18 3

MU4 Understanding how to support participants’ lifestyle through coaching programmes

F/601/3537 3 18 3

MU5 Analyse participant/s’ performance and set programme goals in tennis in the workplace

L/503/7247 3 7 3

MU6 Plan coaching programmes in tennis in the workplace

D/503/7253 3 15 5

MU7 Manage safe and effective tennis coaching programmes in the workplace

K/503/7255 3 12 2

1 This qualification is equivalent to Level 4 on the European Qualifications Framework (EQF). Further information about the EQF can be found through this link.

http://ec.europa.eu/ploteus/search/site?f%5b0%5d=im_field_entity_type%3A97


Title Accreditation


Mandatory Units

MU8 Deliver tennis coaching programmes in the workplace

T/503/7260 3 20 20

MU9 Develop participant(s)’ performance in tennis in the workplace

F/503/7262 3 32 5

MU10 Monitor and evaluate tennis coaching programmes in the workplace

J/503/7263 3 14 3

MU11 Develop coaching practice in tennis in the workplace

Y/503/7266 3 5 1

MU12 Deal with accidents and emergencies D/501/5138 2 14 2

MU13 Preparing to start a sports coaching business

A/505/6750 3 10 1

MU14 Customer service in the Sport and Active Leisure industry

H/601/7676 3 26 3

Optional Units

OU1 Principles of Anatomy and Physiology in Sport

D/502/4888 3 30 5

OU2 Enable disabled people to take part in activities

D/601/5540 3 67 9

OU3 Facilitate community-based sport and physical activity

F/503/0652 3 73 16


Qualification Purpose Statement

Overview This qualification covers... Developed in partnership with The Lawn Tennis Association (LTA), and supported by British Tennis, this qualification is designed to provide you with progression of your knowledge and skills as a tennis coach, developing your ability to effectively plan, conduct and evaluate tennis coaching programmes over an extended period of time. You will build on the skills learnt on the 1st4sport Level 2 Certificate/Diploma in Coaching Tennis (QCF) course and will expand your skills and knowledge to: coach beginners and improvers in groups and individuals and organise competitions appropriate for beginners and improvers. The qualification is composed of fourteen mandatory units and three optional units giving you a minimum of 47 credits. Upon successful completion you:

will understand the role and responsibilities of a tennis coach working at this level.

will understand the competitive structure in the UK.

will be able to motivate and inspire people to play tennis.

will be able to organise relevant competitions.

will be able to effectively use the coaching process and its integral parts to improve player performance.

will be able to work on your own with beginners and improvers in groups and individuals, and have the knowledge and skills to be able to coach disabled players

will be able to manage the work of Level 1 and 2 Coaches. And, dependent on the optional unit you choose to complete you:

will have an understanding of amatomy and physiology in sport

will have an understanding of disability in sport and an working knowledge of how to enable disable people to take part in you coaching sessions

will be able to facilitate community-based sport This qualification is designed for... This qualification is designed to prepare those with some experience of coaching tennis for employment in paid or voluntary roles that will enable you to independently deliver technically appropriate and safe tennis coaching programmes over an extended period of time – a competitive season, or training year for example. It is designed for a coach who may be looking to make tennis coaching their full-time profession, either an employee or as a self-enployed capacity. To access this qualification, you need to hold the 1st4sport Level 2 Certificate in Coaching Tennis (QCF), or hold the 1st4sport Level 1 Certificate in Coaching Tennis and have had an ATP or WTA ranking, or hold the LTA ETTC, ECA or Part 1 Coaching Qualification. If you do not hold one of these qualifications, you should consider completing the 1st4sport Level 1 Award in Coaching Tennis (QCF) or the 1st4sport Level 2 Certificate in Coaching Tennis (QCF) (depending on experience/qualifications) as the start point for/next step in your career in coaching tennis. You also need to be a minimum of 16 years of age; have (or have had) a rating of 6.1 or hold a Play Test Grade 1, hold a valid First Aid certificate and have, via the LTA Disclosure and Barring Service (DBS) department, a clear enhanced DBS check prior to registering for the qualification. The 1st4sport Learner Pack, accessed via the LTAs MyTraining Diary, you are required to complete is an online ePortfolio and as such internet access is required.


This qualification leads to... This qualification can lead to employment as a full-time tennis coach in schools, park sites and/ or local tennis clubs, or in a self-employed capacity. You will also be eligible to join the LTA Coach Accreditation scheme which offers Public Liability Insurance, Personal Accident Cover, access to deals on racquets, balls and equipment, British Tennis Membership, access to free legal and tax advice through BASELINE (the LTA’s business advice support service) and regular and relevant communications from the LTA Coaches’ Team. The skills and knowledge developed through this qualification may also be used to enable you to progress further up the tennis coaching career ladder, or to access other industry-relevant qualifications in coaching other sports, activity leadership, supporting PE in schools sport and sports development. Following a period of practice as a qualified Level 3 coach, you may choose to follow a programme of training for the:

LTA Senior Club Coach Qualification

LTA Senior Performance Coach Qualification

1st4sport Level 3 Certificate in Supporting Learning in Physical Education and School Sport (QCF)

This qualification is supported by... The qualification is recognised as the industry standard level 3 qualification for coaching tennis by the national governing body for tennis in England: The Lawn Tennis Association and the UK: British Tennis. British Tennis is also the professional body for tennis coaches, providing services and support to those who hold this and other tennis qualifications. It is also recognised by and has the support of a range of employers, including tennis clubs, schools and colleges, as the sole qualification for those looking to coach tennis as a full-time profession. For further information please see:

British Tennis/ The Lawn Tennis Association

http://www.lta.org.uk/Coaches-coaching-assistants/Coach-education-structure/Senior-club-coach-qualification/

http://www.lta.org.uk/Coaches-coaching-assistants/Coach-education-structure/Senior-performance-coach-qualification/

http://www.1st4sportqualifications.com/candidate_information/qualifications/qualificationbin/l3-cert-physical-education/

http://www.1st4sportqualifications.com/candidate_information/qualifications/qualificationbin/l3-cert-physical-education/

http://www.lta.org.uk/


Qualification Approval Conditions 1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval Conditions. Failure to comply with all relevant conditions will result in sanctions being applied, which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with this document and the associated 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 workforce in place which includes as a minimum2:

a qualification administrator a qualification coordinator an LTA licensed tutor to conduct training an LTA licensed assessor to conduct

assessment an LTA licensed internal verifier (IV) to

conduct internal quality assurance3 In deploying the workforce, the recognised centre must ensure that each course operates to a ratio of a minimum of 8 and maximum of 10 learners to one LTA licensed tutor. The observed assessments must be conducted on a 1:1 basis.

Must be evidenced in the Staff section of Athena, the 1st4sport Quality Assurance System4. Each member of staff must be named and linked to the qualification and role. This information must be current at all times and include as a minimum:

a qualification administrator a qualification coordinator an LTA licensed tutor an LTA licensed assessor an LTA licensed internal verifier (IV) 1st4sport will conduct a quality check on tutors, assessors and internal verifiers against the LTA master workforce list.

Evidence: ratios

Must be evidenced through:

course/programme attendance registers for staff and learners

course/programme authorisation requests to 1st4sport

internal verification sampling plans and reports.

2 One person may fulfil a number of the required roles. 3 Internal verifiers must not tutor or assess on a course where they are completing the internal verification. 4 To gain access to Athena, please request this via [email protected]



QCON 1.2 Qualification administrator

Conditions Evidence: initial 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. All qualification administrators are required to attend the LTA Administrator training (free of charge) as part of the qualification approval process.


confirmation by the external verifier via the approval visit form (Athena).

Evidence: ongoing competence


course authorisation and any related activities

learner registration and any related activities

learner certification and any related activities.

QCON 1.3 Qualification coordinator

Conditions Evidence: competence

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


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

qualification administration, initial assessment and induction records

training, assessment and internal quality assurance records.


QCON 1.4 Tutors/ Assessors


The recognised centre is required to recruit and deploy LTA licensed tutors/ assessors who:

hold the LTA Level 4 coaching qualification or equivalent

hold a current LTA Coach licence hold the LTA Certificate in Tutoring Skills hold the Level 3 Award in Assessing

Vocationally Related Achievement (QCF), the ENTO Unit D32/33 or the A1/A2 Assessor Units or the 1st4sport Introduction to Assessment Practice in Sport (IAPS) or equivalent

have attended the LTA’s annual tutor/ assessor training

are on the official LTA workforce list Tutors/ Assessors are responsible for the delivery of the LTA UKCC Endorsed Programme of Learning and Assessment in its entirety, which has been specifically designed to meet the outcomes of this qualification.


1st4sport approval of each LTA licensed tutor/ assessor within the Athena Staff tab.



recorded standardisation activities internal verification reports and action

responses external verification reports and action

responses (Athena).

QCON 1.5 Internal verifiers


The recognised centre is required to recruit and deploy LTA licensed internal verifiers who:

hold the LTA Level 4 coaching qualification or equivalent

hold a current LTA Coach licence hold the LTA Certificate in Tutoring Skills hold the Level 3 Award in Assessing

Vocationally Related Achievement (QCF), the ENTO Unit D32/33 or the A1/A2 Assessor Units or the 1st4sport Introduction to Assessment Practice in Sport (IAPS) or equivalent

hold or be working towards completing the Level 4 Award in the Internal Quality Assurance of Assessment Processes (QCF) and Practice, or hold the ENTO Unit D34, the V1 Verifier Unit, or the 1st4sport Introduction to Internal Verification Practice in Sport

have attended the LTA’s annual tutor/ assessor training.

Internal verifiers are responsible for the conduct valid and reliable internal quality verification activities in accordance with the 1st4sport Tutor, Assessor and Verifier Guidance.


1st4sport approval of each LTA licensed internal verifier within the Athena Staff tab.



recorded standardisation activities internal verification records (implementation

of sampling and reports) external verification reports and action

responses (Athena)


QCON 1.6 Qualification delivery sites, facilities and environment

Conditions Evidence: sites and facilities

The recognised centre is required to have one or more delivery sites which contain facilities to ensure an appropriate environment for the full programme of learning and assessment. These must comply with the LTA Tennismark standards and/or be a school, college or institute of higher education and include the following facilities:

three indoor tennis courts within the same building

a classroom type facility with chairs to hold a maximum of 20 people

toilets and changing rooms. All training and/or assessment sites must have in place appropriate access arrangements. The environment must be conducive to learning; lighting and temperature appropriate to the participant and learner needs. The space surrounding the playing area must be safe and free of obstructions.


either:

the achievement of LTA Tennismark

and/or:

inventories and dynamic risk assessments

and:

internal verification reports external verification reports (Athena).

QCON 1.7 Qualification equipment and clothing

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment which must include:

a minimum of four mini tennis nets red, orange and green mini-tennis balls

(1 of each colour) throw-down lines and cones mini-tennis rackets (1 per person) 2 baskets of yellow balls Projector Screen The recognised centre must ensure that all learners and persons being coached wear appropriate sports apparel including correct footwear for the playing surface.


pre-course instructions on clothing to learners

inventories and dynamic risk assessments

internal verification reports external verification reports (Athena).

http://www.lta.org.uk/clubs-schools/What-is-Tennis-Clubmark/


QCON 1.8 Qualification materials

Conditions Evidence: materials

The recognised centre is required to ensure that the LTA approved tutors and assessors have available for use the:

LTA UKCC Endorsed Programme of Learning and Assessment

1st4sport Qualification Specification 1st4sport Tutor, Assessor, Verifier Guidance

(via the LTA’s MyTraining Diary) The recognised Centre is also required to ensure that learners are provided with access to the 1st4sport Learner Pack via the LTA’s MyTraining Diary, which includes the:

1st4sport assessment tools.


inventories LTA Programme of Learning and

Assessment per course5 1st4sport assessment tasks which are

assessed and annotated in accordance with the 1st4sport Tutor, Assessor, and Verifier Guidance

internal verification reports and action responses

external verification reports and action responses (Athena).

QCON 1.9 Qualification fees6

Conditions Evidence: fees

The recognised centre is required to pay a £90 (plus VAT where this is applicable) learner registration fee (when the course is authorised with 1st4sport within the appropriate timescales). The learner certification fee per registered learner is £15 (plus VAT where this is applicable). There are no additional charges for the 1st4sport Learner Pack and associated LTA Learning resources. 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 learning and 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 through

communications to learners course authorisation requests to

1st4sport and related payment logs

5 The LTA UKCC Endorsed Programme of Learning and Assessment is a pre-standardised tool which centres must apply to each course; publishing dates and records of when each aspect was delivered. 6 Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack service for additional £5 fee per learner (plus VAT where this is applicable).


Section Two: Administration, initial assessment and inductions

QCON 2.1 Course/programme administration

Conditions Evidence: course programme

All recognised centres should utilise the 1st4sport centre portal7 to authorise courses, register and certificate learners in accordance with the 1st4sport position Statement: Qualifications Administration.

Must be evidenced though:

course authorisation records, related updates and communications

learner registration records, related updates and communications

learner certification records, related updates and communications.

QCON 2.2 Learner enrolment, agreement and registration period

Conditions Evidence: enrolment process

The recognised centre is required to have a fair and equitable enrolment process. In doing so relevant learner information must be collected to enable initial assessment of learner’s eligibility be conducted. 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 the Learner Agreement/Contract and LTA Code of Ethics and Conduct and Code of Practice for Working with Young People

make all relevant payments understand that the registration period for

this qualification is 24 months (two years) in which time they must complete all aspects of their learning and assessment including reassessments.

attend all components of the learning and assessment programme (unless other arrangements have been made related to RPL)

comply with recognised centre policy and procedure

comply with the qualification conditions, 1st4sport policy, position statements and related processes.


learner application forms compliance with the LTA online booking

system signed learning agreements/contracts8

7 To gain access to this system the centre needs to have registered interest with 1st4sport and been issued a system access key of username and password. To obtain assistance or to requests this contact the 1st4sport Centre Support Team on: Tel: 0113 290 7610 Email: [email protected] 8 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.



QCON 2.3 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 able to communicate effectively in

English9 (this includes listening, speaking, reading and writing).

be at least 16 years of age hold one of the following awards or

equivalent:

1st4sport Level 2 Certificate in Coaching Tennis (QCF) or

The LTA ETTC, ECA or Part 1 Coaching Qualification or

1st4sport Level 1 Award in Coaching Tennis (QCF) and have (or have had) a WTA or ATP world ranking.

have (or have had) a rating of 6.1 or hold a Play Test Grade 1

have an accepted enhanced Disclosure Barring Service (DBS) and Barred list check through the LTA

have confirmation of attendance at a current First Aid at Work (FAW) or Emergency First Aid at Work (EFAW), or will have successfully completed an Ofqual accredited Level 2 qualification in First Aid.

There are no additional pre-requisites to certification other then successful completion of the required assessments.


learner records containing personal data including 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

an accepted enhanced Disclosure Barring Service (DBS) and Barred list check through the LTA10

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

certificates of relevant coaching qualifications

records of past/ present player ratings Coach accreditation (registration)

through the LTA or appropriate certificates (DBS/ First Aid).

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. 10 In the event that an overseas learner is deemed eligible to complete the qualification they must provide a valid police check or equivalent from their country of residence. The exception to this rule is if they have resided in the UK for at least 12 months in which case they must complete the LTA DBS checking process.


QCON 2.4 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 201011 and its protected characteristics. The barriers to access to this qualification which preserve the integrity, the technical requirements and safety of learners and participants include:

age – individuals under the age of 16 are not permitted to attend this qualification to prevent coaching autonomously in this area without appropriate experience. As a result no adjustments to this barrier can be applied. Only those who are over 16 years of age may be submitted for certification.

race – individuals who are not English, Welsh or Irish and/or those who do not speak these as a first language may be prevented from accessing the qualification if they cannot communicate to the appropriate standard in these languages. In such cases reasonable adjustments will not be applied as the qualification is regulated in England

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

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

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

Barriers to access are required to be resolved through the implementation of reasonable adjustments (where appropriate) and must be evidenced though:

learner application forms reasonable adjustment requests

submitted via Athena and clearly implemented arrangements.

11 There are no barriers to access on the ground of marriage, race, religion or belief, sex, sexual orientation or gender transformation.


QCON 2.5 Learner Inductions


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

the individual members of the centre’s workforce and what their role will be

the centre’s policies and procedures which as a minimum must cover:

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

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 strategy and published programme

individual learning and assessment plans links to National Occupational Standards and

functional skills (where these exist) the position of the qualification in relation to

other qualifications and any progression opportunities

any quality assurance (IV or EV) activities that are scheduled.


induction attendance registers and records

policy booklets or signposts induction documentation


Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: inductions

The recognised centre is required to deliver the qualification in accordance with recommended guided learning hours for the qualification which are in the range of 252 – 295 hours, dependent on the optional unit completed. In doing so the recognised centre will ensure that all 14 mandatory units and one optional unit are completed, giving learners a minimum of 47 credits. Each credit is equivalent to 10 hours of learning time. The recommended hours may need to be extended for learners with additional needs


marketing tools (where these exist) a published programme of learning and

assessment (where this exists) per course

compliance with the LTA online booking system

QCON 3.2 The Training and Assessment Programme

Conditions Evidence: course length

The recognised centre is required provide learning opportunities to ensure the learners are able to meet all learning outcomes and assessment criteria. As this is a work-based qualification a prescribed learning programme is not deemed to be appropriate. However, learning gained from the 1st4sport Level 3 Certificate in Coaching Tennis (QCF), a component of the Advanced Level Apprenticeship in Coaching, is seen as an essential foundation. The 1st4sport external verifier will look to see that the recognised centre has provided each learner with an effective learning needs analysis and a programme of learning and assessment that meets their needs, their place of work and work programme. It is expected that each learner’s progress and assessment plan is reviewed on a regular basis in line with good practice in assessment. In delivering the programme the following must be considered:

all learning outcomes

all assessment opportunities and the assessment criteria

learner’s individual needs

the learners’ registration period (24 months).

Training and assessment programmes must be evidenced through:

individual learning and assessment plans per learner

web based audit from online platforms (where such exist/are utilised).

course administration records learning and assessment records per

course internal verification reports and action


responses (Athena)


QCON 3.3 Assessment Specification

Conditions Evidence: assessment

Tutors/Assessors must help learners to understand how to complete their MTD e-portfolio which contains the assessment tools for this qualification; the different sorts of evidence that are appropriate and acceptable, and what the programme of assessment will be. Learners are required to be thoroughly briefed on the assessment criteria and procedures for the qualification. The recognised centre is required to ensure this assessment specification is fully complied with without deviation. To achieve the qualification, learners are required to have, in summary, assessed evidence of:

For units MU1 – MU4:

1 Learners must produce evidence of appropriate comprehension of the knowledge and understanding units (MU1 – MU4) via performance, simulation, tasks and/or assignments assignments as specified by the Level 3 Technical Syllabus for Tennis.

For units MU5-MU11:

2 The production of a minimum of 16 coaching session plans for tennis, all of which must be linked and progressive;

4 of which must be linked and progressive in the context of coaching groups of adults;

4 of which in the context of coaching groups of juniors aged 5-9;

4 of which in the context of coaching to groups of juniors aged 9-16;

4 of which in the context of coaching an individual (either juniors (5-9 or 9-16) or adults).

The planned sessions must be of a minimum of 45 minutes in duration but applicable to the stage of development of the players.


a record of learners attendance and achievement of each assessment criterion and units, the assessor and completion dates

completed observation checklists internal verification reports external verification reports and action

responses (Athena).




The following breadth of knowledge is expected to be assessed:

Information – expected participant(s), participant(s)’ stage of development, impairment, medical conditions, aims of the programme of which the sessions are a part, appropriate learning styles, evaluations and action plans of other relevant sessions, planned environments for the sessions

Participant(s) – individuals, groups, people with particular needs

Goals – improve physical ability, improve mental ability, improve skills and techniques, improve tactical ability, provide fun and enjoyment

Resources – environment for the sessions, equipment for the sessions, personal clothing and equipment, support from other staff.

3 the preparation for all coaching

environments used to deliver each of the 16 coaching sessions for tennis.

4 the delivery of the 16 coaching session

plans. The planned sessions must be of a minimum of 45 minutes in duration. The delivery of a minimum of six planned sessions must be observed by an appropriately qualified assessor, in the workplace, on separate occasions. The remaining sessions must be witnessed by an appropriately qualified mentor.

5 A written plan/schedule that identifies the

evaluation methods to be used and when feedback will be sought and from whom. This should cover the all four sets of each four linked sessions.

6 A health and safety check for each

coaching venue utilised during coaching practice that contributes towards the achievement of this qualification.

7 the evaluation of the 16 coaching sessions, including the effectiveness of each of the four linked and progressive sessions.




All sessions must be drawn from the Level 2 technical syllabus developed for the 1st4sport Level 3 Diploma in Coaching Tennis (QCF).

For unit MU12:

8 Learning Outcome 1 Whilst dealing with injuries and signs of illness the learner must cover one of the following types of casualties:

a adult b child c person with particular needs d at least one of the following types of

qualified assistance: e the organisation’s first aider f emergency services and at least one of the following types of

conditions: g minor injury that can be dealt with on-

site h minor illness that can be dealt with on-

site i major injury requiring medical attention j major illness requiring medical attention

If the learner can only cover one type of casualty, one type of assistance and one type of condition through workplace evidence or simulation, they must be questioned on the rest.

9 Outcome 2 Whilst following emergency procedures, the learner must cover at least one of the following types of people:

a adults b children c people with particular needs

If the learner can only cover one type of people through workplace evidence or simulation, they must be questioned on the rest.

10 Outcomes 3 and 4 These can be assessed by:

professional discussion

oral questions and answers

questions requiring written answers.


QCON 3.4 Assessment Tools

Conditions Evidence: assessment tools

The recognised centre is required to use valid and reliable assessment tools and methods. There is no requirement that learners complete the qualification unit-by-unit, rather that workplace assessments are designed to gather valid evidence of work activities which may generate evidence of competence which can be credited towards a number of units. Likewise if the programme of delivery offers a holistic approach there is the potential that the guided learning hours per unit may be decreased across the whole programme. Recognised centres are encouraged to devise economic assessments which best reflect learners’ normal working environment. Simulation is not normally permissible, unless specified within the unit-specific assessment specification. Simulations will usually deal with contingencies such as unexpected problems, emergencies, or other incidents which will not necessarily occur frequently. Where simulation is acceptable, the following should be considered:

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

all simulations should follow these documented plans

the physical environment for the simulation must be as realistic as possible and draw on real resources that would be used in the industry

where simulations are used they must be based in a realistic work environment and must be based on current working practice

the use of simulation will be monitored by the external verifier to ensure that where simulations are used, they are based in a realistic work environment.


a record of learners attendance and achievement of assessment criterion and and unit, the assessor and completion dates

assessed and annotated assessments observation checklists internal verification reports external verification reports and action

responses (Athena).

Evidence: alternative arrangements


an alternative assessment arrangements request (only where alternative assessment arrangements are needed)

the completion of agreed alternative assessment tools (including online portfolio systems) where these are agreed


QCON 3.4 Assessment Tools

Conditions Evidence: assessment tools

In the context of Tennis coaching a realistic workplace environment is considered to be the coach:

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

coaching an appropriate group of participants for the session being taught. Participants should be of the appropriate age and ability for the session being delivered i.e.: experienced adult participants should not be taking the role of experienced or inexperienced 10 year olds.

The External Verifier will review any assessment materials to ensure they are fit for purpose and valid against the learning outcomes and assessment criteria. Centres should carry our regular standardisation to ensure all assessment and internal verification staff are working to the same standards. Where a recognised centre wishes to use alternative arrangements to meet the needs of a particular group of learners, they should refer to the 1st4sport Position Statement: Alternative Assessment Arrangements.

QCON 3.5 Assessment Eligibility

Conditions Evidence: eligibility for assessment

The recognised centre is required to ensure all learners are given opportunities to be assessed within their period of registration for the qualification. Learners should not be assessed for their summative coaching assessment until they have successfully completed all other assessed components. This is to ensure the assessment process is fully complied with and the summative assessment completes the qualification.


individual learning and assessment plans per learner

registers and/or records of attendance completed assessment paperwork to

include a record of achievement internal verification reports and action


responses (Athena).


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 plans and schedules are communicated to all affected

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 assessment guidance within the unit specifications

assessment decisions are made in line with the principles of assessment (Validity Authenticity, Reliability, Currency, Sufficiency of evidence)

assessment decisions are communicated to the learner face to face after assessment has taken place

assessment decisions are recorded via the LTA’s MyTraining Diary, or another appropriate assessment tracking system

upon receipt of each Learner’s evidence, centres must ensure that they have systems in place by which to authenticate the evidence as belonging to that Learner. Additionally, a written declaration that learner evidence is authentic and that assessment took place under the conditions or in the context set out in the individual qualification assessment specification must be countersigned by assessors and learners.

Must be evidenced though:

records of achievement per assessment criterion and unit, the assessor who conducted the assessment and completion date

assessed and annotated assessments assessor communications to

administrators internal verification reports and action


responses (Athena).


QCON 3.7 Eligibility of Learners for Special Consideration


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


special consideration requests (Athena) implementation of the arrangements.

QCON 3.8 Eligibility of Learners for Certification

Conditions Evidence: certification

The recognised centre is required to ensure that learners who have completed all pre-requisites and assessment requirements and who have been confirmed by the LTA licensed assessor as eligible for certification are certificated. Where a verification sampling plan requires an intervention to be conducted, learners must be made aware that the assessment decisions which have been confirmed to them are subject to verification outcomes.


assessment tracking and records LTA licensed assessor communications

to the qualification administrator administrator communications to

learners internal verification reports and action


responses (Athena). certification requests to 1st4sport.

QCON 3.9 Reassessments

Conditions Evidence: reassessment activities

The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of two opportunities to re-sit the appropriate assessment component within their period of registration (24 months). Recognised centres may levy additional charges for conducting reassessments. All reassessments must be conducted in accordance with the assessment specification.


re-assessment plans, tracking and records

records of attendance and achievement per assessment criterion and unit, the assessor who conducted the assessments, reassessments and completion dates

assessed and annotated assessments contained within the 1st4sport Learner Packs in line with the 1st4sport Tutor, Assessor, Verifier Guidance

completed observation checklists assessor communications to

administrators internal verification reports and action


responses (Athena).


Section Four: Internal Quality Assurance

QCON 4.1 Internal Verification Strategy

Conditions Evidence: strategy

The recognised centre is required to have in place an internal verification strategy which includes strategic objectives which include, but are not limited to:

a selected sample across 50% of learner evidence and assessor feedback is internally verified from a minimum of 50% of the courses authorised

all active assessors are internally verified across all active assessment sites, over a twelve month period

standardisation activities conducted annually and focussed on assessment and internal verification

internal verification is conducted in accordance with a risk based approach; which ensures assessors and assessments perceived as higher risk experience more frequent IV interventions, this may include newly qualified staff.

Must be evidence through:

a current internal verification strategy document uploaded into the Documents section of Athena

an internal verification sampling plan template

internal verification report templates external verification reports and

action responses (Athena).

QCON 4.2 Internal Verification Sampling

Conditions Evidence: sampling activities

The recognised centre is required to develop and implement sampling plans in accordance with the interval verification strategic objectives.


internal verification sampling plans external verification reports and action

responses (Athena).

QCON 4.3 Internal Verification Interventions

Conditions Evidence: internal verification reports

The recognised centre is required to ensure internal verification interventions across all assessors at all sites and in line with the sampling plans include:

observation performance sampling of assessment evidence 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.


internal verification reports and action responses

external verification reports and action responses (Athena).


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

The Lawn Tennis Association (LTA) Contact Details

Address: The Lawn Tennis Association (LTA) The National Tennis Centre 100 Priory Lane Roehampton London SW15 5JQ Website: www.lta.org.uk Enquiries e-mail: [email protected] Telephone: 020-84877000

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

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

The Register of Regulated Qualifications:

The full list of regulated qualifications available from 1st4sport Qualifications is available through accessing the following this link.12

The Office of the Qualifications and Examination regulator (Ofqual)

Website: ofqual.gov.uk

Department for Education

Website: education.gov.uk

The Department for Business Innovation and Skills (BIS)

Website: bis.gov.uk

Learning Records Service

Website: learningrecordsservice.org.uk

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

http://www.lta.org.uk/


http://www.skillsactive.com/


http://register.ofqual.gov.uk/Search?category=Qualifications&query=1st4sport&sort=-None&filters%5b0%5d=status%2BAvailable%20to%20learners

http://www.ofqual.gov.uk/

http://www.education.gov.uk/

http://www.bis.gov.uk/

https://www.gov.uk/government/organisations/skills-funding-agency


Appendix: Level 3 Tennis Technical Syllabus This syllabus should be read in conjunction with the unit specifications of the 1st4sport Level 3 Certificate in Coaching Tennis. To achieve the 1st4sport Level 3 Certificate in Coaching Tennis (QCF), learners will be required to demonstrate an understanding and application of coaching the following tennis techniques in an appropriate environment.

Practical Topics Syllabus Components

Introduction and Coaching process

Overview of the role of a Level 3 coach and an introduction to the coaching process. The coaching process is the learner-centred framework that is used for coach intervention with both individuals and groups of players. The course requires the coach to deliver a lesson to a group of players using the Coaching Process with a pre-determined theme, and to an individual player using an open analysis.

Strategy and Tactics

The four performance factors: Tactical; Technical; Physical;

and Psychological The 5 game situations in tennis: When serving; when

returning; when both back; when approaching or at the net; when opponent is approaching or at the net

Strategy and Tactics: Strategy looks at the overall game style of a player whereas tactics looks at the player within each game situation

All strategies and tactics are based around 5 core areas: Consistency, space, time, strengths, and weaknesses

Each shot will have a tactical intention: Finishing, building, trading, neutralising, turning around, staying

The order in which tactics are studied are from overall view to a specific skill: Strategy, tactics, patterns, intentions, skills

Observation and Analysis

The first two stages of the coaching process require a coach to identify what a player is working towards (outcome goals) and decide how best to achieve these (process goals). Observation and analysis needs to be based around the performer (i.e. who they are), their effectiveness (i.e. what they do with the ball), and their efficiency (i.e. how they move to and hit the ball).

Essential Movement Skills

In order to deal with the increasing physicality of the game coaches need to help develop more skilful and physically complete athletes. The course will cover seven key movement patterns: Squat patterns, jumping skills, lunge patterns, hopping skills, running mechanics, changes in direction, and throwing mechanics.



Technical overview

The course requires coaches to understand and implement technical interventions based on the following model:

The effectiveness of the player is measured by the result of the point, the effect each shot has on the opponent, the effect each shot has on the player, and the characteristics of the ball sent. The five ball characteristics are height, direction, depth, speed, and spin. The efficiency of the player can be developed through looking at the path, angle, or speed of their racket at contact with the ball, as well as their ability to perceive and react to the oncoming ball (reception), and their ability to set up in the correct hitting position on the court.

Core Principles of Technique

To help develop the coach’s underpinning knowledge of technique each shot is looked at in a time order from reception skills through to the finish of the shot. Professional players are studied to help develop a clear picture of the ‘end product’ as well as showing how technical principles remain constant despite the many different styles of play. The technical checklist covers: ready position, reading the ball, reaction and movement, set up (footwork and stance), body skills, and racket skills. Grips are also studied to show how they affect technical effectiveness and efficiency.

Improvement and Development

The third and fourth stage of the coaching process helps coaches to help their player work towards achieving the goals set during the observation and analysis stages. This includes developing the player’s understanding, practicing, and giving feedback. Practice will start from a closed situation and will include lots of repetition and will gradually work towards more of an open game as the player’s skill level increases. Types of practice includes: hand feed, basket feed, rally feed, dead ball, live ball, and conditioned points.

Developing Mental Skills

The course covers the five core ingredients that help players develop the required mental skills for tennis: commitment, concentration, control, communication, and confidence.



Technical Progressions for Mini Tennis

A series of technical progressions are recommended for mini red tennis players which cover:

R1 court starting position – semi open stance, contact point in front, stable wrist, no backswing, start at contact point, use legs to push upwards/forwards, no follow through.

R2 court starting position - semi open stance, step in before contact , push in stroke direction and follow through, push till tip stance.

R3 court - ready position, unit turn (open outside leg), step in, contact point, follow through, tip stance.

R4 court - ready position and more movement, unit turn to start movement, step in when you can, compact preparation, speed racket up before contact point, more hit feeling with low to high racket path, longer follow through, tip stance or dynamic balance.

Technical Conformity Principles in Orange and Green Court

As the player develops their technical ability they will look to:

Add speed and spin through using more ground force reaction/leg drive (loading the back leg more, actively pushing in stroke direction, neutral, semi open or open stances depending on tactical situation)

Add rotation (bigger unit turn, starting separation of hip and shoulder line, more pre-stretch, semi-open and open stances to facilitate)

Have a bigger range of motion (bigger preparation - elbow and arm further away from body, longer follow through, racquet more dropping/falling pre contact)

Use more body segments (more pre stretch in trunk, upper arm, forearm, wrist, accelerate with wrist through contact, higher contact points, closing the grip)

Doubles Tactics

Coaches need to understand and teach fundamental doubles positioning and understanding to club level doubles players. The key principles that can be applied across all game situations include:

Reducing space in a one up/one back formation, one-two combinations (when serving, returning, and in a one up/one back formation), and playing with ‘your head up’ (when trading, building, and neutralising).

Competition

Junior and adult competition structure including mini tennis ratings, points allocations for rankings, scoring formats, recommended draw formats, using Tennis Tournament Planner software, Fair Play rules and values, signposts to more resources and support.

Information and local support for coaches

Understanding the role of the HOR, RTPM, RTSA, RTEO, RTPM, RTPC in LTA Regional Offices. Understanding the wider LTA strategy of participation, performance, servicing British Tennis, and major events. Understanding that growing participation includes developing people, places, programmes, and promotion.



CAR Coaching

Coaches are required to understand and implement the principles of C.A.R. coaching which means developing their player’s feelings of competence, autonomous, and relatedness. Coaches need to help their player feel good at what they do, give them a choice in what they do, and develop positive and meaningful and relationships around their tennis development.


Appendix 2: Unit Specifications for the 1st4sport Level 3 Diploma in Coaching Tennis (QCF)

Unit Title: Understanding the principles of safe and equitable coaching practice

About this unit This unit assesses learners’ understanding of how to ensure that their coaching is safe and equitable

Learning outcomes The learner will:

Assessment criteria The learner can:

1 understand how to

ensure participants’ 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 participants

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 participants

1.7 explain how to interpret and communicate the

rules/regulations of the sport/activity to participants

1.8 describe the coach’s duty of care responsibilities for

participants, 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




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 participants 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 participants’ 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 participants 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

Assessment guidance This unit will be assessed through a portfolio of evidence and observation of coaching practice


Unit Title: Understanding the fundamentals of coaching programmes

About this unit

This unit assesses learners’ understanding of their role in planning, implementing, analysing and revising annual coaching programmes. They will also identify a range of methods of developing learning, performance and the effective management of participant behaviour.



1 understand the role of the

coach when planning, implementing, analysing and revising sport-specific annual coaching programmes

1.1 explain the role of the coach in ensuring that the

participant is at the centre of the coaching process

1.2 describe equitable coaching and what are considered

to be appropriate relationships with participants

1.3 describe how the coach should support, coordinate

and manage the coaching process

1.4 explain the principles of empowering participants

through coaching

1.5 explain the means by which coaching can provide

opportunities and an environment that motivates, recognises and values diversity, controls risk, and engenders challenge, enjoyment and achievement

1.6 describe methods of developing participants’

confidence and self-esteem through coaching

1.7 analyse the contribution made through the integration

of supporting personnel (eg nutritionist, psychologist, physician, physiotherapist, physiologist) and sport-specific specialists

1.8 explain the impact of officials on coaching that

ensures fair competition/performance

1.9 explain the role of the coach in actively discouraging

the use of performance-enhancing drugs and other illegal substances

1.10 describe how the coach can be a role model and

project a favourable image of sport




2 understand the coaching process.

2.1 describe the process of identifying a range of participants’ needs

2.2 explain the process of setting and monitoring the achievement of goals

2.3 describe the components of the coaching process as they apply to the development of coaching programmes

2.4 analyse the purpose of using different methods of demonstration, which encourage learning

2.5 describe a range of instruction methods

2.6 explain how to structure language during instruction that is appropriate to participants

2.7 analyse the impact of effective questioning and listening skills on communication with participants

2.8 evaluate techniques for coaching groups, including meeting individuals’ needs in group coaching scenarios

2.9 describe how participants can be empowered to make decisions about their performance.

3 understand how to utilise a range of learning and behaviour-management techniques

3.1 analyse the differences in the way that individuals learn

3.2 explain the differences between the learning styles of adults and children

3.3 explain how to identify participants’ different learning styles

3.4 describe how to plan to coach participants with different learning styles

3.5 describe how different coaching methods can support participants’ development

3.6 describe how to develop behaviour-management strategies and skills

3.7 explain how to develop, communicate and maintain ground rules for behaviour during the coaching programme

3.8 explain how to respond to discriminatory behaviour in the programme and the procedures to follow if a participant wants to complain about discrimination




4 understand the principles

and application of self-reflection and reflecting on feedback.

4.1 summarise the advantages of self-reflection on their

own coaching practice and its potential to improve their own coaching ability.

4.2 explain the principles and practice of giving feedback

4.3 explain when and how to seek feedback from

participants and support staff

4.4 describe the factors that impact on how to identify their

own development needs

4.5 describe methods and the process of personal action

planning

4.6 describe how to use information from evaluations to

improve the programme/session



Unit Title: Understanding the principles of planning coaching programmes

About this unit

This unit assesses learners’ understanding of how to plan a sport-specific annual coaching programme and the principles that impact on the development of skill through the implementation of the programme.




and processes involved in planning and periodisation within annual coaching programmes

1.1 explain the terms planning and periodisation

1.2 explain how planning and periodisation are used in

relation to participants’ stage of development

1.3 analyse the different types of periodisation and

situations when these are best used

1.4 explain the use of modelling of training and competition

activities

1.5 describe the principles of planning an annual coaching

programme

1.6 evaluate the impact of optimal fitness and mental

development

2 understand the stages of

participant development

2.1 describe the stages of participant development and the

application of developmental stages to the coaching environment

2.2 analyse how the stages of participant development

affect the programme

2.3 analyse the differences between child and adult

development and the effects on a coaching programme




3 understand the

development of skill through sport-specific annual coaching programmes.

3.1 provide definitions of:

skill coordination motor skill learning skill acquisition skill retention skill transfer

3.2 describe the factors affecting skill development

3.3 evaluate the role, purpose and benefits of performance

analysis to inform coaching practice

3.4 describe methods of identifying body movement

patterns

3.5 describe a range of skill-development techniques

3.6 explain the principles of giving feedback to participants

during coaching programmes

3.7 explain how to develop participants’ skills in assessing

and responding to situations

3.8 analyse how participants’ information processing and

execution combined with control of movement impact on skill development.

4 understand how to

conduct performance evaluation.

4.1 evaluate objective performance evaluation methods

available in sport

4.2 describe how and when to evaluate performance within

a sport-specific coaching programme

4.3 explain methods of recording the evaluation of

performance and the creation of a resultant action plan

4.4 explain how participants can use self-evaluation to

improve performance



Unit Title: Understanding how to support participants’ lifestyle through coaching programmes

About this unit

This unit assesses learners’ understanding of how to support participants’ lifestyle and physical and mental well-being during participation in sport-specific annual coaching programmes



1 understand how to support participants’ physical conditioning within sport-specific annual coaching programmes

1.1 describe the components of fitness and physical capabilities required for specific sports

1.2 describe the principles of participant development

1.3 explain the principles of training and injury prevention

1.4 evaluate the methods of training participants’ different physical components

1.5 describe basic anatomy, biomechanical principles and physiology relevant to specific sports

1.6 analyse a range of basic sport-specific physical testing protocols

1.7 analyse the principles and different methods of enhancing recovery between sessions

2 understand how to provide participants with nutritional advice within sport-specific annual coaching programmes

2.1 describe the different food groups

2.2 explain the principles of sports nutrition

2.3 explain how energy intake and expenditure affect sports performance

2.4 describe the principles of hydration and its effects on sports performance

2.5 explain the impacts of participants’ weight management and how sharing of responsibilities can be facilitated

2.6 describe nutrition and hydration strategies for before, during and after training and competition

3 understand how to develop participants’ mental skills within sport-specific annual coaching programmes

3.1 describe the key mental skills that impact on participant performance and skill development

3.2 identify sport-specific mental capabilities and how to profile participants’ mental skills

3.3 explain the principles of developing participants’ mental skills

3.4 describe how to plan interventions to develop participants’ mental skills in relation to both training and competition




4 understand how to

provide participants with lifestyle support within sport-specific annual coaching programmes.

4.1 describe sport-specific procedures for drug testing and

how participants comply with such procedures.

4.2 explain the coach and participants’ responsibilities in

making checks when taking supplementation or medicines

4.3 explain the impacts of participants’ injury management

on training and competition



Unit Title: Analyse participant(s)’ performance and set programme goals in tennis in the workplace

About this unit

This unit assesses the coach’s ability in the workplace to gather sport-specific information on participant(s)’ past and current performance and lifestyle factors that may affect their aspirations. They are expected to analyse this information, share it with the participants and set shared goals based on the gathered information.



1 establish the key sport-

specific performance factors and participant(s)’ needs

1.1 identify methods to collect information relevant to

participant(s)

1.2 use identified methods to collect relevant sport-specific

and lifestyle information on participant(s)

1.3 record collected information in ways that support its

analysis

1.4 analyse the collected information, identifying the key

sport-specific performance factors and participant(s)’ needs

1.5 refer participant(s) whose needs and potential cannot

be met to a competent person or agency

2 involve participant(s) in

the analysis of the collected information

2.1 share the analysis of the information with participant(s)

in a manner that supports their understanding

2.2 take account of participant(s)’ feedback on the analysis

of information

2.3 identify from feedback any barriers to participant(s)

achieving their potential

3 plan programme goals for

participant(s) based on collected information

3.1 prioritise participant(s)’ performance factors in a way

that will enable them to achieve their potential

3.2 establish performance goals in line with gathered

information which reflect the analysis of participant(s)’: level of development actual performance potential performance

3.3 ensure that performance goals are consistent with

recognised good practice in the sport

3.4 ensure that the planned programme goals are

consistent with coach’s level of competence and responsibility

3.5 record the goals in a format that is clear and

accessible to those involved




3 plan programme goals for

participant(s) based on collected information (cont)

3.6 share, negotiate and agree performance goals with

participant(s)

3.7 communicate implications of goals to others who may

be affected in delivering the programme

Assessment guidance

This unit must be assessed in the context of a tennis coaching workplace. To complete this unit learners are required to evidence: The production of a performance profile for a minimum

of two participants and a team in tennis. These should be matched against established performance factors for tennis and identify the current and potential level of participant performance and/ or development. This should cover at least one of the following areas: Skill levels Technical ability Tactical awareness Physiological needs Psychological needs

All performance factors must be drawn from the Level 3 Technical Syllabus for Coaching Tennis.


Unit Title: Plan coaching programmes in tennis in the workplace

About this unit

This unit assesses the coach’s ability to use information gathered about participant(s)’ performance and goals to design a programme of activities and tennis coaching sessions in the workplace. A plan for the evaluation of the aspirations of the programme is also required.



1 design and plan coaching

programmes to achieve participant(s)’ goals

1.1 identify sources of information and materials to

support the planning process

1.2 research and identify activities for the programme,

consistent with the evaluation of the: performance factors participant(s)’ level(s) of development agreed goals

1.3 plan for a mix of delivery and coaching styles to suit:

participant(s)’ needs activities environment

1.4 identify the focus and priority of each activity within

the programme based on participant(s)’ needs

1.5 ensure that planned activities are consistent with

agreed good practice in the sport

1.6 plan a variety of sessions for delivery within the

programme that are progressively linked and help participant(s) achieve the agreed goals

1.7 for each session, plan realistic:

timings sequences intensity duration

1.8 develop contingencies to address a variety of

scenarios

1.9 record the programme, and sessions within it, in a

format that will help implement the programme

1.10 share planned activities with participant(s) and others

1.11 respond to feedback on planned activities from

participant(s) and others




2 identify and access resources to support the delivery of programmes

2.1 identify the resources necessary to deliver the planned programme

2.2 negotiate and agree access to the sufficient necessary resources

2.3 ensure the resources are in line with accepted good practice in the sport

2.4 document the resources needed for the coaching programme and individual planned session

3 plan for the evaluation of programmes

3.1 establish and agree viable methods of evaluating the programme that are safe, valid and reliable

3.2 plan an evaluation schedule for the programme

3.3 identify who will support the planned evaluation

3.4 identify information from the evaluation that should be treated confidentially

3.5 communicate the evaluation plans to participant(s) and others

3.6 respond to feedback on evaluation plans from participant(s) and others

Assessment guidance

This unit must be assessed in the context of a tennis coaching workplace.

To complete this unit learners are required:

design and plan a tennis coaching programme for a minimum of two participants and a team, which should be based upon the outcome of the performance profile(s) developed for analyse participant(s)’ performance and set programme goals in tennis in the workplace.

produce two detailed plans of a discrete cycle or phase (2 x minimum of eight weeks) associated with an aspect of both tennis coaching programmes.

produce a minimum of 2 x 8 of coaching session plans within the discrete cycle or phase (minimum of eight weeks per cycle) associated with an aspect of the tennis coaching programme.

produce a recorded plan for the ongoing evaluation of each tennis coaching programme.

produce a recorded plan for the ongoing performance and/or development review for two participants and a team. The plan should identify the methodology and timings for the ongoing review.

All sessions must be drawn from the Level 3 Technical Syllabus for Coaching Tennis


Unit Title: Manage safe and effective tennis coaching programmes in the workplace

About this unit

This unit assesses the coach’s ability to manage the safety of all those engaged in the tennis coaching programme in the workplace, including the management of effective relationships and behaviour.



1 establish and maintain the

safety of the coaching environment during the delivery of coaching programmes

1.1 ensure that participant(s) and others have the

necessary information about health and safety requirements of the programme and relevant venue-specific emergency procedures

1.2 ensure all equipment and facilities meet health and

safety requirements

1.3 identify and take account of existing venue-specific risk

assessments

1.4 implement procedures for managing risk during the

programme

1.5 identify and assess the impact of new risks during the

delivery of the programme, taking action to manage these in line with guidelines

1.6 monitor the work of others, eg other coaches, sport

science support, or facility management, identifying and dealing correctly with any breaches of health and safety requirements

1.7 communicate suggestions for improving health and

safety to the relevant authority

1.8 maintain required health and safety records

1.9 follow emergency procedures correctly

2 Establish and maintain

relationships with participant(s) and others involved in the delivery of programmes

2.1 establish positive and goal-oriented relationships with

participant(s) and others eg other coaches, sport science support, or facility management

2.2 promote an enthusiasm for the sport and for

participant(s)’ continuous improvement

2.3 use communication methods that are appropriate to

participant(s)’ and others’ needs

2.4 listen to, and negotiate successfully with, participant(s)

and others in the delivery of the programme




2 establish and maintain

relationships with participant(s) and others involved in the delivery of programmes (cont)

2.5 adapt coaching, motivational and leadership styles

which reflect the needs of the programme, participant(s), and others

2.6 provide opportunities for participant(s) to enjoy the

coaching experience

2.7 ensure that participant(s)’ and others’ equality and

diversity are recognised

3 manage participant

behaviour and interactions

3.1 provide participant(s) and others involved in the

programme, eg other coaches, sport science support, or facility management, with clear information on the ground rules for behaviour and the reasons for these rules

3.2 encourage and reward behaviour that helps

participant(s) work well together and achieve the goals of the programme

3.3 identify and respond, in line with accepted good

practice, to any behaviour likely to cause distress or disruption to the programme

3.4 apply sanctions in response to unacceptable

behaviour, using the procedures of the organisation or sport

3.5 manage participant(s)’ engagement with each other

effectively and fairly, in a way appropriate to their needs

Assessment guidance

This unit must be assessed in the context of a tennis coaching workplace. To complete this unit learners are required to evidence:

That they are competent in managing a safe coaching environment for participants and others. This is must be observed by an appropriately qualified assessor on a minimum of two occasions.

The production of a record of the management of a safe coaching environment over a minimum period of eight weeks on 2 separate occasions. This should be within the planned discrete cycles or phases associated with an aspect of their coaching programme.

All sessions must be drawn from the Level 3 Technical Syllabus for Coaching Tennis.


Unit Title: Deliver tennis coaching programmes in the workplace

About this unit

This unit assesses the coach’s ability to begin the implementation of a tennis coaching programme in the workplace, review its progress at identified times, and respond to participant(s)’ progress and the effectiveness of the programme, through the implementation of contingencies and change management.



1 initiate coaching programmes

1.1 provide participant(s) and others, eg other coaches, sport science support, or facility management, with information about the programme in a timely and effective manner

1.2 support participant(s) in accessing the resources they need to participate in the programme

1.3 co-ordinate the allocation of resources

1.4 brief others on their responsibilities and contributions to the programme

1.5 ensure others understand and apply the appropriate tennis-specific codes of practice when working with participant(s)

1.6 select and apply a style of leadership appropriate to: participant(s) others the programme

1.7 ensure that the programme can be modified to suit the changing environment and participant(s)’ needs

2 review participant(s)’ progress during the implementation of the programme

2.1 brief participant(s) on the evaluation plans for the coaching programme

2.2 evaluate participant(s)’ performance using methods identified in the evaluation plan

2.3 compile information on the evaluation of participant(s)’ progress

2.4 encourage participant(s) to give feedback on their perceptions of their progress

2.5 give positive and timely feedback during the review

2.6 evaluate participant(s)’ progress in a fair and equitable manner

2.7 identify and agree any changes to the programme as a result of the review

2.8 record evaluations in a format that will allow them to be shared with others




3 modify coaching

programmes in response to feedback and changes in needs

3.1 identify goals and components of the coaching

programme that may need to be adapted

3.2 identify where existing contingency plans may be

applicable

3.3 identify and agree modifications to goals and

programmes with participant(s) and relevant others

3.4 identify resource implications of modifications

3.5 introduce the modifications to participant(s) and

relevant others, appropriate to their needs

3.6 monitor the effectiveness of changes and amend these

as necessary

Assessment guidance

This unit must be assessed in the context of a tennis coaching workplace. To complete this unit learners are required to evidence:

the delivery of a minimum of 16 tennis coaching sessions within the 2 discrete cycles or phases (minimum of eight weeks per phase) associated with an aspect of the tennis coaching programme

the delivery of a minimum of four (2 for an individual and 2 for a group) tennis coaching sessions, which must be observed by an appropriately qualified assessor on separate occasions

the production of recorded participant performance and/ or development reviews and associated action plan(s) for a minimum of two participants and a team during the tennis coaching programmes. This may include at least one or more of the following areas:

skill

technical ability

tactical awareness

physiological

psychological All sessions must be drawn from the Level 3 Technical Syllabus for Coaching Tennis.


Unit Title: Develop participant(s)’ performance in tennis in the workplace

About this unit

This unit assesses the coach’s ability to deliver tennis coaching activities within a tennis coaching programme in the workplace. They will show that they can monitor and develop participant(s)’ performance in tennis and effectively conclude the activities in a safe manner.



1 make preparations for coaching

1.1 meet participant(s) punctually and help them feel welcome and at ease

1.2 record attendance at the session

1.3 explain and agree session goals and how these contribute to the overall programme

1.4 check participant(s)' physical and mental readiness to participate

1.5 ensure participant(s) have the correct equipment and clothing

1.6 deliver warm-up activities appropriate to participant(s) and the session

1.7 ensure participant(s) understand the value and purpose of the warm up

1.8 review session plans in light of participant(s)’ readiness to participate and environmental factors

1.9 adapt session plans if participant(s)’ readiness and environmental factors dictate

2 implement coaching activities

2.1 provide participant(s) with information about the planned activities

2.2 allocate activities to participant(s) in a way that is appropriate to them and is likely to maximise learning

2.3 ensure that explanations and demonstrations are technically correct and appropriate to the participant(s)' level of understanding

2.4 select and use methods of motivating the participant(s) that are appropriate to them and in line with accepted good practice in the sport

2.5 check participant(s)' understanding of instructions

2.6 give participant(s) the opportunity to ask questions

2.7 ensure participant(s) have the opportunity to take part in the planned activities




3 support participant(s) in

improving performance

3.1 observe and analyse participant(s)’ performance

throughout activities

3.2 identify, prioritise and agree specific areas for

improvement with participant(s)

3.3 intervene at appropriate points with coaching

techniques that encourage participant(s) to improve

3.4 use a mix of delivery styles appropriate to

participant(s) and the programme/session goals

3.5 identify participant(s) in need of specialist support and

signpost them to likely sources

3.6 provide feedback which is timely, clear and helps

participant(s) achieve their goals

3.7 adapt plans to respond to changing needs of the

session

3.8 encourage and enable participant(s) to reflect on what

they have learned and apply this to their performance

3.9 encourage and support participant(s) to take

responsibility for their own development

4 conclude coaching

activities

4.1 allow time to end the session according to

participant(s)’ needs

4.2 deliver cool down activities appropriate to the session

and participant(s)

4.3 encourage participant(s) to give feedback and identify

further goals

4.4 give participant(s) summary feedback on the session

4.5 ensure participant(s) have the information they need

about future opportunities to take part in sport/activity

4.6 supervise participant(s)' departure in a manner

appropriate to the situation and with due regard to their safety and own duty of care

4.7 follow the correct procedures for checking and dealing

with any equipment used

4.8 leave the environment in a condition acceptable for

future use


Assessment guidance

This unit must be assessed in the context of tennis coaching workplace. To complete this unit learners are required to evidence:

the delivery of a minimum of 16 tennis coaching sessions within each of the discrete cycles or phases (minimum of eight weeks per cycle) associated with an aspect of the tennis Coaching Programme

the delivery of a minimum of four tennis coaching sessions, which must be observed by an appropriately qualified assessor on separate occasions

the production of recorded participant performance and/ or development reviews and associated action plan(s) for a minimum of two participants and a team during the tennis coaching programmes. This may include at least one or more of the following areas:

skill

technical ability

tactical awareness

physiological

psychological All sessions must be drawn from the Level 3 Technical Syllabus for Coaching Tennis.


Unit Title: Monitor and evaluate tennis coaching programmes in the work place

About this unit

This unit assesses the coach’s ability to review the implementation of tennis coaching programmes in the workplace against an evaluation plan and take opportunities to improve programmes and personal contributions to them.



1 monitor the implementation of coaching programmes

1.1 demonstrate the most appropriate way of evaluating the programme based on the evaluation plan

1.2 inform participant(s) and others, eg other coaches, sport science support, or facility management, of the evaluation and encourage them to give their views

1.3 collect and record monitoring information at planned points throughout the programme

1.4 check that information collected is valid and reliable

1.5 collate the information in a way that will help it be analysed

1.6 analyse the information and feedback, evaluating: whether the programme met its goals the content, structure, balance and processes of

the programme the availability and content of resources own performance and behaviour performance and behaviour of participant(s) and

others

1.7 treat confidential information appropriately

1.8 make a record of recommendations for improvement to future programmes

2 monitor own contributions to the coaching programme

2.1 monitor own contributions to the programme with the aim of developing own coaching practice

2.2 interpret feedback as an opportunity to improve personal coaching performance

Assessment guidance

This unit must be assessed in the context of tennis coaching workplace.

To complete this unit learners are required to evidence:

the production of a recorded review and evaluation for each detailed training cycle or phase (minimum of 2 x eight weeks) associated with each aspect of the tennis coaching programmes.

All sessions must be drawn from the Level 3 Technical Syllabus for Coaching Tennis.


Unit Title: Develop coaching practice in tennis in the workplace

About this unit

This unit assesses the coach’s ability to review their own contributions to tennis coaching programmes, their personal development needs, and how they can support others in developing their tennis coaching skills and knowledge in the workplace.



1 Be able to review own coaching practice

1.1 Summarise the most important outcomes of

evaluations of previous coaching programmes and feedback from participant(s) and others, e.g. other coaches, sport science support, or facility management

1.2 Demonstrate own knowledge is up-to-date with

developments in the sport and in current coaching practice

1.3 Reflect on all aspects of own current coaching practice

and identify areas to develop further

1.4 Develop and record a personal action plan that will

help develop coaching practice for identified areas

1.5 Identify development activities that can contribute to a

personal action plan

2 Provide assistance in the development of other coaches

2.1 Describe the typical skills and knowledge that other

coaches need to be able to contribute to coaching programmes

2.2 Evaluate learning resources which could support the

development of other coaches

2.3 Demonstrate the provision of development guidance

and support to other coaches within own level of expertise

2.4 Provide development and support in a manner, level

and pace appropriate to other coaches’ needs

2.5 Evaluate the outcomes of the development and

support provided

2.6 Provide feedback to other coaches on their

performance

2.7 Promote the values, ethics and codes of practice of the

organisation/sport to other coaches

2.8 Identify relevant people who may be able to provide

advice on coaching issues outside own area of competence or authority


Assessment guidance

This unit must be assessed in the context of tennis coaching workplace. To complete this unit learners are required to evidence:

the production of a personal action plan to develop own coaching practice based upon the delivery of both detailed training cycles/ phases (minimum of 2 x eight weeks) associated with an aspect of each tennis coaching programme

an action plan to develop coaching practice for others involved in supporting each of the tennis coaching programmes

All sessions must be drawn from the Level 3 Technical syllabus developed for Coaching Tennis.


Title: Deal with accidents and emergencies

Unit Aim:

This unit assesses the knowledge, understanding and practical skills required to follow emergency procedures, and deal with accidents and emergencies effectively in the workplace.



1 deal with injuries and

signs of illness

1.1 remain calm and follow their organisation’s procedures

1.2 protect the casualty and other people involved from

further risk

1.3 call for qualified assistance that is appropriate to the

casualty’s condition

1.4 provide reassurance and comfort to those involved

1.5 give the qualified assistance clear and accurate

information about what happened

1.6 follow the accident reporting procedures, as required

2 follow emergency

procedures

2.1 give the people involved in the emergency clear and

correct instructions

2.2 carry out their role in the emergency procedures calmly

and correctly

2.3 maintain the safety of the people involved

2.4 follow the correct procedures for reporting the emergency

2.5 report any problems with the emergency procedures to

the relevant colleague

3 know how to deal with

injuries and signs of illness

3.1 describe the values or codes of practice relevant to the

work they are carrying out

3.2 explain the importance of dealing with accidents and

emergencies promptly, calmly and correctly

3.3 identify the types of injuries and illnesses that may occur

in their area of work

3.4 describe how to deal with these injuries and illnesses

before qualified assistance arrives

3.5 identify whether to contact the on-site first aider or

immediately call the emergency services depending on the situation and organisational procedures




3 know how to deal with

injuries and signs of illness (cont)

3.6 identify who is the on-site first aider and describe how to

contact them

3.7 describe the procedures they should follow to contact the

emergency services

3.8 explain why it is important to protect the casualty and

others involved from further harm

3.9 describe the procedures to follow to protect the casualty

and others

3.10 explain why it is important to provide comfort and

reassurance

3.11 describe how to provide reassurance and comfort

3.12 describe their responsibilities for reporting accidents

3.13 describe the procedures for reporting accidents

4 know how to follow

emergency procedures

4.1 describe the emergency procedures in their place of

work for: fires security incidents missing persons

4.2 describe the instructions that must be given to the

people involved in each type of incident

4.3 describe their organisation’s reporting procedures for

emergencies

4.4 describe the types of problems that may occur during


4.5 explain why they should report problems with


4.6 identify who problems with emergency procedures

should be reported to


Assessment guidance

Outcomes 1 and 2 must be assessed using either workplace evidence generated when the learner is dealing with accidents and emergencies, or through realistic simulations. Outcome 1 Whilst dealing with injuries and signs of illness the learner must cover one of the following types of casualties: a adult b child c person with particular needs d at least one of the following types of qualified assistance: e the organisation’s first aider f emergency services and at least one of the following types of conditions: g minor injury that can be dealt with on-site h minor illness that can be dealt with on-site i major injury requiring medical attention j major illness requiring medical attention If the learner can only cover one type of casualty, one type of assistance and one type of condition through workplace evidence or simulation, they must be questioned on the rest. Outcome 2 Whilst following emergency procedures, the learner must cover at least one of the following types of people: a adults b children c people with particular needs If the learner can only cover one type of people through workplace evidence or simulation, they must be questioned on the rest. Outcomes 3 and 4 These can be assessed by: professional discussion oral questions and answers • questions requiring written answers


Unit Title: Preparing to start a sports coaching business

About this unit

This unit assesses the learner’s knowledge and understanding of how to start up a sports coaching business and the external factors that can impact on this.



1 understand the benefits of

starting a sports coaching business

1.1 explore a range of business ideas

1.2 justify own rationale for starting a business

1.3 distinguish personal business goals and timescale

aspirations

2 understand how

developing personal skills can help start and run a business

2.1 summarise skills and qualities required to successfully

run a business

2.2 analyse own skills and qualities

2.3 develop an action plan to improve own skills and

qualities

3 understand how to

conduct market research

3.1 identify potential customers

3.2 summarise customer needs

3.3 differentiate between internal and external customers

3.4 analyse competitor businesses

3.5 describe how to differentiate own business from the

competition

4 understand the resources

and support networks available to those starting and running a business

4.1 summarise the support networks that can be used to

develop a business

4.2 explain how to access and make the most of the

different types of networks and support, including people and organisations providing business advice and guidance

4.3 identify the laws and regulations impacting on running

a sports coaching business

Assessment guidance This unit will be assessed through a portfolio of evidence


Unit Title: Customer Service in the Sport and Active Leisure industry

About this unit

This unit assesses the learner’s knowledge and understanding of the principles of customer service, its role within the sport and active leisure industry, and the ability to be able to provide a positive customer experience.




and benefits of providing good customer service in sport and active leisure

1.1 describe characteristics of good customer service

1.2 describe soft skills that support good customer service

1.3 describe the importance of personal presentation in the

sport and active leisure industry

1.4 describe benefits of customer service in the sport and

active leisure industry

1.5 identify internal and external customers in the sport

and active leisure industry.

2 be able to provide good

customer service in sport and active leisure

2.1 respond to customer requests

2.2 tailor customer service to different types of customers

2.3 manage customer complaints appropriately

2.4 describe the role of the individual when delivering

customer service

2.5 describe how to identify customer needs and

expectations

2.6 explain the importance of anticipating and responding

to varying customers’ needs and expectations

2.7 identify specific characteristics to use when

communicating in different situations with customers

2.8 identify complaint handling procedures

2.9 describe the importance of dealing with complaints in a

positive manner



Optional Units Learners must achieve an additional 5 credits (minimum) through completion of one of the optional units.

Unit Title: Principles of Anatomy and Physiology in Sport

Credit 5

About this unit

This unit assesses the learner’s knowledge and understanding of the structure and function of the skeletal, muscular, cardiovascular and respiratory systems and the fundamentals of the energy systems.



1 know the structure and

function of the skeletal system

1.1 describe the structure and function of the skeletal

system

1.2 describe the different classifications of joints

1.3 identify the location of the muscles in the human body


function of the muscular system

2.1 describe the function of the muscular system and the

different fibre types


function of the cardiovascular system

3.1 describe the structure and function of the

cardiovascular system


function of the respiratory system

4.1 describe the structure and function of the respiratory

system

5 know the different types of

energy systems

5.1 describe the three different energy systems and their

use in sport and exercise activities



Unit Title: Enable disabled people to take part in activities

Credit 9

About this unit

This unit assesses the knowledge and competence that the learner needs to enable disabled people to take part in activities



1 know how to identify the

needs of disabled participants for the activity

1.1 describe the value of sport and recreation activities to

disabled participants

1.2 describe the importance of involving disabled

participants to the best of their ability

1.3 describe the importance of identifying the needs of


1.4 describe the most common types of impairments

which they are likely to encounter

1.5 describe the implications of the most common types

of impairments for the activity

1.6 describe how to gather and check information on the

participant’s abilities

1.7 describe how to interpret the implications of the

participant’s abilities

1.8 identify sources of help in interpreting information on

disabilities

1.9 describe how to identify the modifications and

adaptations to the activity and equipment to meet the needs of disabled participants

1.10 outline the types of information about participants that

should be treated confidentially, and who can and cannot be given such information

1.11 outline how to work out and ensure there are adequate staffing levels

2 be able to identify the

needs of disabled participants for the activity

2.1 collect up-to-date information on the participant’s

needs from relevant sources

2.2 collect this information sensitively and in a manner

appropriate to the participant

2.3 check the information for accuracy

2.4 where necessary, get competent help to interpret the

information correctly




2 be able to identify the

needs of disabled participants for the activity (cont)

2.5 record the information accurately for future use

2.6 make an assessment of the participant’s ability in

regard to the activity

2.7 identify the modifications to the activity and the

support which the participant may need

2.8 check proposed modifications with a responsible

colleague

2.9 make sure there are adequate staffing levels

3 know how to adapt

activities to the needs of disabled participants

3.1 describe the importance of providing disabled

participants with opportunities for development and challenge

3.2 describe how to set goals for an activity which are

realistic for the participant’s level of ability whilst still providing opportunities for development and challenge

3.3 describe health and safety issues when setting up

activities for the range of disabled participants, in particular how levels of risk for an activity can be increased when working with disabled people

3.4 describe how to design ‘warm-up’ activities for


3.5 outline how to adapt the activity’s structure to the

needs of the disabled participant

3.6 describe the importance of briefing any enablers on

the activity and its goals

3.7 describe types of support which may be needed for

the participant’s medical, personal and communications needs

3.8 identify special types of equipment which participants

in the range may need for the activity

3.9 describe how to check the appropriateness and

serviceability of the equipment to be used

3.10 describe the importance of getting help when

problems beyond own level of competence occur

3.11 outline how to access help when needed




4 be able to adapt activities

to the needs of disabled participants

4.1 make sure the planned goals for the activity are safe

and realistic for the participant, whilst still providing opportunities for challenge and development

4.2 structure the activity and preparation for the activity so

that it is appropriate to the participant’s needs

4.3 brief enablers fully as to the nature of the activity and

its goals

4.4 make sure the participant can safely access the

environment in which the activity will take place

4.5 make sure that any support for the participant’s

personal, medical and communications needs is available

4.6 set up and arrange equipment so that it is safe and

appropriate for the participant

4.7 seek appropriate help when problems beyond own

level of competence occur

5 know how to work with disabled participants

5.1 describe the importance of equal opportunity and anti-

discriminatory practice when working with disabled participants

5.2 describe the importance of clear communications with

the range of disabled participants

5.3 describe how to communicate effectively with the

range of disabled participants

5.4 describe the importance of checking the participant’s

level of understanding at key points

5.5 describe how to check the participant’s level of

understanding at key points

5.6 describe why direct help should be provided with the

participant’s agreement

5.7 describe when direct help should be provided without

the participants agreement

5.8 outline the levels of supervision which are appropriate

to the range of participants and the activity

5.9 describe the importance of getting appropriate help

when problems beyond own level of competence occur




5 know how to work with

disabled participants (cont)

5.10 describe how to access such help

5.11 describe the importance of the participant receiving

support for any personal or medical needs they may have during the activity

5.12 describe how to identify when a participant may have

a personal or medical need

5.13 describe how to respond to a participant’s personal or

medical need

5.14 describe the importance of reviewing with the

participant and others

5.15 describe what to do with the results of a review

6 be able to work with disabled participants

6.1 communicate with the participant in a way which is

appropriate to their needs

6.2 check the participant’s level of understanding at all

key points during the activity

6.3 provide direct help during the activity with the

participant’s agreement

6.4 provide a level of supervision throughout the activity

which is appropriate to the participant’s safety and medical requirements

6.5 get appropriate help when problems beyond own level

of competence occur

6.6 ensure the participant receives support for personal

and medical needs as required

6.7 review with the participant and others how well the

activity and arrangements has met their needs

Assessment guidance

Learning Outcomes 1, 3 and 5 can be assessed by: professional discussion oral questions and answers questions requiring written answers Learning Outcomes 2, 4 and 6 must be assessed using workplace evidence generated when the learner is enabling disabled people to take part in activities


Assessment guidance (cont)

Learning Outcome 2 When identifying the needs of disabled participants for the activity, the learner must cover all of the following types: a information 1 nature of the impairment 1 what the participant can do 2 requirements for access 3 special equipment used 4 preferred communication methods 5 safety requirements 6 medical requirements 7 previous history of participation with one of the following types: b participant 1 physically disabled 2 with learning difficulties 3 with sensory impairments with one of the following types: c sources 1 the participant themselves 2 parents or carers 3 group leaders Learning Outcome 4 When adapting activities to the needs of disabled participants, the learner must cover one of the following types: a participant 1 physically disabled 2 with learning difficulties 3 with sensory impairments with both of the following types: b equipment 1 normal activity equipment 2 special equipment to meet the participant’s needs Learning Outcome 6 When working with disabled participants, the learner must cover one of the following types: a participant 1 physically disabled 2 with learning difficulties 3 with sensory impairments


Unit Title: Facilitate community-based sport and physical activity

Credit 16

About this unit

This unit assesses the knowledge, understanding and practical skills required to research and facilitate community based activity and establish working relationships. It also assesses the learner’s ability to plan and deliver physical activities to the local community



1 know how to facilitate

community-based sport and physical activity

1.1 explain the potential which sport and physical activity

have for community development

1.2 explain government policies in relation to sport and

physical activity in the community

1.3 explain the potential which widening community

participation has for the development of sport and physical activity

1.4 explain the relationship between levels of physical

activity and health in the community

1.5 compare and contrast community sports approaches

with conventional sports approaches

1.6 identify and explain key concepts and principles of a

community empowerment approach

1.7 identify own organisation’s strategies and policies for


1.8 interpret the policies and practices of other

organisations which are relevant to own work in community-based sport and physical activity

2 know how to research the

community and establish working relationships

2.1 identify models and case studies of effective practice in


2.2 compare and contrast different types of communities –

for example, urban and rural – and how their different features and needs will influence working practices

2.3 explain why it is important to develop an accurate

understanding of the community in which work is carried out

2.4 evaluate the advantages and disadvantages of

different sources of information and research methods which should be used to develop an understanding of the community




2 know how to research the community and establish working relationships (cont)

2.5 identify the broad types of community issues that may impact on new programmes of activity

2.6 explain how to analyse the information collected and how to draw conclusions based on this analysis

2.7 explain the importance of exploring and challenging assumptions of self or others about the community

2.8 identify partnerships which may already exist in or with the community

2.9 explain why it is important to understand relationships and hierarchies in communities and partnerships

2.10 explain how to identify, establish contact and network with the people most relevant to own work in the community

2.11 explain why it is important to approach people and establish a relationship with them in a way that is appropriate to them and their expectations

2.12 explain how to approach people and establish a relationship with them in a way that is appropriate to them and their expectations

2.13 explain how to build lasting and respectful relationships with people in the community

2.14 explain why it is important to explain own role, aims and objectives and clarify any information about responsibilities

2.15 explain the importance of collaborative working and trying, wherever possible, to align agendas

2.16 explain how to identify and bring together people in the community who could contribute to and benefit from possible sport and physical activity programmes

2.17 explain how to identify community needs and ways in which sport and active recreation might address these needs whilst working closely with target communities

2.18 describe the typical target groups in the community

2.19 explain the likely ‘hooks’ that will involve target groups in sport and active recreation

2.20 explain how to make programmes accessible to target groups

2.21 explain how to promote programmes to target groups




3 be able to research the

community and establish working relationships

3.1 collect, organise and analyse as much relevant

information about the community as possible

3.2 explore and challenge assumptions where necessary

3.3 develop an evidence-based community profile and

consult to ensure conclusions are valid

3.4 make contact with the people most relevant to own

work in a way that is appropriate to them

3.5 explain own role, aims and objectives in a way that is

consistent with own organisation’s strategy

3.6 where possible, negotiate how to bring own objectives

and those of others into alignment

3.7 identify and agree ways of working collaboratively and

building own relationship

3.8 record what has been learned, for future reference

4 know how to plan and

deliver sport and physical activity programmes in the community

4.1 explain how to develop programmes that address

issues such as inclusion, personal development, social development, as well as physical and skills-based development

4.2 explain how to consult effectively in a community and

why it is important to make use of community feedback

4.3 describe why it may be necessary to make use of

unconventional facilities for programmes, what types of facilities could be used, and how to adapt them

4.4 explain how to select staff for community based

programmes and the types of skills, qualities and experience to be looked for

4.5 describe why it is important that staff understand the

specific aims and objectives of programme, projects and the organisation as a whole

4.6 describe why it is important to monitor programmes

and respond to new opportunities, interests and needs

4.7 explain how to encourage and empower people to

express community needs

4.8 explain how to influence people and use evidence-

based research to demonstrate how sport and physical activity can benefit communities and stimulate their development




4 know how to plan and

deliver sport and physical activity programmes in the community (cont)

4.9 explain how to enable people to identify opportunities

for participation in sport and physical activity that could address community needs

4.10 evaluate the advantages and disadvantages of

different types of opportunities for participation in sport and physical activity that could address community needs

4.11 explain why people in the community need to

understand their own strengths and weaknesses in relation to planning and providing opportunities

4.12 explain how to support people in the community to

understand their own strengths and weaknesses in relation to planning and providing opportunities

5 be able to plan and

deliver sport and physical activity programmes in the community

5.1 bring together people in the community who could

contribute to and benefit from possible programmes

5.2 enable people to identify community needs and

possible target groups

5.3 enable people to see how sport and physical activity

programmes could help to meet these needs

5.4 develop aims, objectives and plans for programmes

which will meet community needs and be attractive and accessible to the target groups

5.5 carry out effective community consultation on plans

with relevant people, using feedback to improve plans

5.6 organise the programmes, using resources most

appropriate to the aims and objectives and ensuring inclusivity for the target group

5.7 promote the programmes in a way that will be

attractive to the target groups, and deal with referrals from other agencies when they occur

5.8 make sure all staff understand the aims and

objectives of the programmes and work in a way which will achieve these

5.9 monitor the programmes and make adjustments

taking account of new and emerging interests, needs and opportunities

5.10 work with people in the community to evaluate the

programmes and identify potential improvements and further developments




6 know how to enable

communities to organise and sustain opportunities for participation and progression

6.1 explain why it is important to encourage people to use

their own community resources, for example volunteers, facilities, etc, rather than relying completely on support from other people

6.2 explain how to identify and address weaknesses in the

target community in relation to planning and organising opportunities

6.3 identify types of conflict that may occur between

different sections of the community and how to negotiate conflict resolution

6.4 explain how to empower people to evaluate and

promote the benefits that arise from opportunities for sport and physical activity

6.5 explain why sustainable development and capacity

building are important when developing sport and physical activity within communities

6.6 explain how to promote the longer term benefits that

can arise from target groups having the opportunity to participate in and develop within sport and physical activity

6.7 explain how to empower people to establish more

permanent legacy strategies and structures for sport and physical activity in their community

7 be able to enable

communities to organise and sustain opportunities for participation and progression

7.1 empower people to identify longer term community

needs and explore possible opportunities for participation and progression

7.2 empower people to identify how they can integrate

possible opportunities with existing projects and initiatives

7.3 empower people to identify and assess their own

strengths and weaknesses in relation to these possible opportunities

7.4 encourage people to make best use of community

strengths and resources whilst providing them with the professional support they need to address weaknesses

7.5 empower people to deal with conflict and negotiate

effective ways of working together

7.6 empower people to evaluate opportunities when they

have occurred and to identify the benefits




7 Be able to enable

communities to organise and sustain opportunities for participation and progression (cont)

7.7 Support people to plan and develop a legacy of more

permanent structures, skills and resources for participation and progression

7.8 Plan, agree and follow through a strategy for the

community to sustain participation and progression without own personal involvement

7.9 Maintain contact with people to evaluate progress and

identify any other types of support they may need

Assessment guidance

Learning Outcomes 1, 2, 4 and 6 can be assessed by: professional discussion oral questions and answers questions requiring written answers Learning Outcomes 3, 5 and 7 must be assessed using workplace evidence generated when the learner is facilitating community-based sport and physical activity

1st4sport Level 3 Diploma in Coaching Tennis (QCF)...coaching their full-time profession, either an...

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