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Developed in Partnership with the England and Wales Cricket Board (ECB)
1st4sport Level 3 Certificate in Coaching Cricket (QCF)
Qualification Specification
Version 3: 01 November 2016
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 This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed.
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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: enquiries@1st4sportqualifications.com Website: www.1st4sportqualifications.com
1st4sport Qualifications is recognised as an awarding organisation by the UK regulators
Ofqual, Qualifications Wales, CCEA and SQA Accreditation. 1st4sport is 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: 600/2759/9
Qualification accreditation date: 22 July 2011
Specification publication date: 1 October 2014 All content rationalised and Conditions redeveloped to encompass evidence requirements
V3 01 November 2016: Qualification Review Date updated and unit specifications inserted into appendices
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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
2
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 QCON 1.5 Qualification assessors QCON 1.6 Qualification internal verifiers QCON 1.7 Qualification delivery sites, facilities and environment QCON 1.8 Qualification equipment and clothing QCON 1.9 Qualification materials QCON 1.10 Qualification fees
3
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
9
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
13
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
19
Communications and Contacts
20
Appendix 1: Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF)
21
Appendix 2: Unit Specifications for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF)
25
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Introduction to the Qualification
The 1st4sport Level 3 Certificate in Coaching Cricket (QCF) is solely awarded by 1st4sport Qualifications and has been developed in partnership with the England and Wales Cricket Board (ECB).
Qualification Regulation1 Dates and Details
Qualification Title Qualification No. GLHs Level Credit
1st4sport Level 3 Certificate in Coaching Cricket (QCF)
600/2759/9 96-127 3 26
Regulation Dates
Qualification regulation start date: 22 July 2011
Qualification review date: 30 September 2016
Certification end date: 30 September 2018
Qualification Structure and Units
To qualify for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF), learners must successfully achieve 26 credits from the 11 mandatory units. Achievement of the qualification is normally through attendance on a course of training and completion of the 1st4sport Learner Pack inclusive of all assessed tasks. The unit specifications for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF) are contained within the appendices of this Qualification Specification.
Title Accreditation No. Level GLHs Credit
301 Understanding the Principles of Safe and Equitable Coaching Practice
M/601/2108 2 13 2
302 Understanding the fundamentals of coaching programmes
T/601/3535 3 18 3
303 Understanding the principles of planning coaching programmes
A/601/3536 3 18 3
304 Understanding how to support participants’ lifestyle through coaching
F/601/3537 3 18 3
305 Analyse players’ performance and set programme goals in cricket
D/503/4398 3 5 2
306 Plan cricket coaching programmes H/503/4399 3 8 2
307 Manage safe and effective cricket coaching programmes
L/503/4400 3 12 2
308 Deliver cricket coaching programmes R/503/4401 3 15 3
309 Develop participants' performance in cricket
Y/503/4402 3 22 3
310 Monitor and evaluate cricket coaching programmes
D/503/4403 3 6 2
311 Develop cricket coaching practice H/503/4404 3 5 1
1 This qualification is equivalent to Level 3 on the European Qualifications Framework (EQF). Further information about
the EQF can be found through this link.
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Qualification Purpose Statement Overview
What does this qualification cover? The objective of the Level 3 Certificate in Coaching Cricket (QCF) is to provide a benefit to learners via the skills and knowledge required to enable them to develop high level cricketers through effective cricket coaching.
Who is this qualification designed for? This qualification is designed to prepare aspiring coaches for employment as a cricket coach in paid or voluntary roles, potentially within the professional game. It is appropriate for existing Level 2 cricket coaches wishing to develop coaching skills in cricket, providing they are working within a performance environment and are selected by the ECB as a valid candidate to undertake the qualification.
Progression
What could this qualification lead to? This qualification leads to paid or voluntary roles in coaching the sport of cricket in a variety of settings including working as a head coach within an amateur cricket club or working as a coach within the professional game. It is likely that the qualification will lead to further opportunities within County Cricket Clubs/County Cricket Boards.
The skills and knowledge developed through this qualification may also be used enable you to progress to other industry-relevant qualifications in coaching other sports, supporting PE in school sport and sports development.
Support
Who supports this qualification? The qualification is recognised as the industry standard level 3 qualification for coaching by the national governing bodies for cricket in England: the England and Wales Cricket Board (ECB). The qualification is also endorsed by the trade association for coaches, sports coach UK, as meeting its UKCC criteria.
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Qualification Approval Conditions
1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval Conditions.
Failure to comply with all relevant conditions will result in sanctions being applied which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities.
Section One: Qualification Resources
QCON 1.1 Qualification workforce capacity and ratios
Conditions Evidence: minimum workforce
The recognised centre is required to have a qualified and competent qualification workforce in place which includes as a minimum2:
a qualification administrator a qualification coordinator an ECB approved tutor/assessor
an ECB approved internal verifier (IV)3 In deploying the workforce, the recognised centre must ensure that each course operates with a maximum of 12 learners to one approved ECB coach educator.
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 ECB tutor/assessor an ECB field trainer (internal verifier)
1st4sport will conduct a quality check on tutors, assessors and internal verifiers against the ECB master workforce list.
Evidence: ratios
Must be evidenced through:
course/programme attendance registers to include 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. The tutor and internal assessor is often the same person. 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 qmt@1st4sportqualifications.com.
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QCON 1.2 Qualification administrator
Conditions Evidence: competence
The recognised centre is required to recruit and deploy a qualification administrator who is responsible for the administration of this qualification via timely, accurate administration activities. These must comply with the 1st4sport Position Statement: Qualification Administration.
Must be evidenced through:
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.
Must be evidenced through:
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
Conditions Evidence: initial capability and competence
The recognised centre is required to recruit and deploy approved ECB tutors who are responsible for the delivery of the UKCC endorsed ECB learning programme.
Must be evidenced through:
1st4sport approval of each tutor within the
Athena Staff tab. Evidence: ongoing capability and competence
Must be evidenced through:
standardisation activities internal verification reports and action
responses external verification reports and action
responses (Athena).
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QCON 1.5 Assessors
Conditions Evidence: Initial capability and competence
The recognised centre is required recruit and deploy approved ECB assessors who are responsible for the management of the assessment process.
Must be evidenced through:
1st4sport approval of each assessor within
the Athena Staff tab. Evidence: ongoing capability and competence
Must be evidenced through:
the assessment records recorded standardisation activities internal verification reports and action
responses external verification reports and action
responses (Athena).
QCON 1.6 Internal verifiers
Conditions Evidence: Initial capability and competence
The recognised centre is required to recruit and deploy approved ECB field based trainers (FBT’s) as internal verifiers.
Must be evidenced through:
1st4sport approval of each internal verifier
(field trainer) within the Athena Staff tab.
Evidence: ongoing capability and competence
Must be evidenced through:
recorded standardisation activities internal verification records (implementation
of sampling and reports) external verification reports and action
responses (Athena).
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QCON 1.7 Qualification delivery sites, facilities and environment
Conditions Evidence: sites and facilities
The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of learning and assessment.
All training and/or assessment sites must include the following facilities:
A practical space which includes a practical
indoor playing area to cater for a minimum of 12 and a maximum of 24 learners working in four groups of six (for cricket group coaching sessions).
A theory space which includes a classroom containing multimedia facilities such as data projector and laptop (to access the ECB resource) and/or an OHP, television and video recorder, flip charts and flip chart pens.
The weather and 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.
Must be evidenced through:
site/facility inventories and risk assessments internal verification reports external verification reports (Athena).
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QCON 1.8 Qualification equipment
Conditions Evidence: equipment
The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment which must comply with accepted health and safety practice for cricket and include as a minimum:
cricket bats (one bat to three learners) children’s cricket balls (one ball per learner) four large soft balls incrediballs (one ball per learner) cones (two cones per learner) kwik Cricket stumps (one set to three learners) batting tees (one tee per four learners).
The recognised centre is required is required to ensure that all learners and participants wear appropriate sports apparel to be able to actively participate in the course of learning and assessment.
Must be evidenced through:
pre-course instructions on clothing to
learners site/equipment inventories and risk
assessments internal verification reports external verification reports (Athena).
QCON 1.9 Qualification materials
Conditions Evidence: materials
The recognised centre is required to use the teaching, learning, assessment and internal verification materials provided by 1st4sport and the ECB to facilitate the full UKCC endorsed learning and assessment programme.
Must be evidenced through:
the published UKCC endorsed programme of learning and assessment
ECB workbooks which are annotated by the tutor/assessor to support learner development
online assessment activities provided by the ECB with assessor feedback
completed 1st4sport assessment tasks annotated in accordance with the 1st4sport tutor, assessor, and verifier guidance for this qualification
internal verification reports external verification report (Athena).
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QCON 1.10 Qualification fees5
Conditions Evidence: Fees and payments
The recognised centre is required to pay a £55 (+VAT where applicable) learner registration and certification fee, per registered learner, when the course is authorised with 1st4sport within the appropriate timescales.
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 (+VAT where applicable).
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.
Must be evidenced through:
pre-course marketing tools pre-course instructions through
communications to learners course authorisation requests to 1st4sport
and related payment logs.
5 The fee is per learner and includes registration and certificates where this is appropriate. Standardised assessment
tools are also provided and are complimentary
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Section Two: Administration, initial assessment and inductions
QCON 2.1 Course administration
Conditions Evidence: course administration
The recognised centre is required to engage with the ECB Education Membership Management System (EMMS6) to be able to authorise courses, and register and certificate learners.
Must be evidenced though:
engagement with EMMS 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 and learning contracts/agreements
Conditions Evidence: enrolment and agreements
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 to a code of conduct understand that the registration period
for this qualification is two years in which time they must complete all
aspects of their learning and assessment including reassessments.
comply with recognised centre policy and procedures
comply with the qualification conditions, 1st4sport policy, position statements
and related processes.
Must be evidenced through:
learner application forms or web based
application services signed learning agreements/contracts7.
6 To gain access to EMMS and obtain the user guide, please contact the Business and Administration Manager for the
ECB Tel: 0121-440 1748 7 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form
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QCON 2.3 Learner eligibility and pre-requisites8
Conditions Evidence of pre-requisites
Prior to registration learners are required to:
be at least 18 years of age hold the 1st4sport Level 2 Certificate in
Coaching Children’s/Young People and Adults’ Cricket (QCF) or equivalent (such as the previous 1st4sport Level 2 Certificate in Coaching Cricket (QCF) qualification)
be able to communicate effectively in English (listening, speaking, reading and writing). Where it is clear that an individual may not have an appropriate understanding of the English language, an activity must be completed in order to establish their eligibility to complete the qualification.
Prior to certification, learners must:
hold, as a minimum, a current emergency aid
certificate have evidence of having undergone training in
the protection of children and vulnerable adults from abuse
have completed, via the ECB Disclosure and Barring Service (DBS) department, the process that provides them with a clear enhanced DBS Check; learners will be provided with the mechanism by which to seek a clear ECB DBS check via their recognised centre.
Must be evidenced through:
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
records of the checks that took place to ensure that the learner has been trained in the protection of children and vulnerable adults from abuse, the type of evidence, the reviewers name and confirmation date
records of checks that took place to ensure that each learner has a clear enhanced DBS Check, the reviewers name and confirmation date
records of the checks that took place to ensure that the learner has a current emergency aid certificate, the type of certificate, the reviewers name and confirmation date
records of activities to check understanding of the English language (where this is deemed to be necessary).
8 Learners should be made aware that they will require appropriate insurance cover before undertaking independent
coaching practice. Those working towards this qualification will be required by employers to complete a self-disclosure of past convictions and cautions, and to apply for a disclosure through the DBS. In some cases, status as an ECB registered coach will preclude the need for further employer’s checks.
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QCON 2.4 Learner eligibility and barriers to access
Conditions Evidence
The recognised centre is required to conduct an initial assessment of each learner’s eligibility to consider barriers to access in accordance with the Equality Act 20109 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 18 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.
Must be evidenced though:
learner application forms or web-based
application services reasonable adjustment requests and
clearly implemented arrangements.
9 There are no barriers to access on the ground of marriage, race, religion or belief, sex, sexual orientation or gender
transformation
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QCON 2.5 Learner inductions
Conditions Evidence: 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
malpractice/maladministration
appeals
complaints
child/vulnerable adult safeguarding.
information on their Unique Learner Number
(ULN) and the Personal Learner Record (PLR) (for centres in England only at this time)
the learning outcomes and the assessment criteria
the learning and assessment strategy and published programme
individual learning plans links to National Occupational Standards and
functional skills (where these exist) the position of the qualification in relation to
others and any progression opportunities any quality assurance (IV or EV) activities that
are scheduled.
Must be evidenced through:
induction attendance registers and
records policy booklets or signposts induction documentation.
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Section Three: Training and Assessment
QCON 3.1 Training and Assessment Hours
Conditions Evidence: course length
The recognised centre is required to deliver the qualification in accordance with the recommended guided learning hours which are a range of 96 - 127 hours, depending upon learners’ needs and the structure of the UKCC endorsed programme of training and assessment.
In doing so the recognised centre must ensure that the eleven mandatory units are completed, giving learners 26 credits. Each credit is equivalent to 10 hours of learning time.
Must be evidenced through:
marketing tools (where these exist) a published learning and
assessment programme session plans web-based records from
online platforms.
QCON 3.2 Training and Assessment Programme
Conditions Evidence: course programme
The recognised centre is required to use the UKCC endorsed ECB training and assessment programme, adapting this only where necessary to meet the specific needs of individual learners.
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 (36 months).
Must be evidenced through a:
a published learning and assessment
programme session plans course administration records web based records from online
platforms.
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QCON 3.3 Assessment Specification10
Conditions Evidence: Assessment
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:
an appropriate understanding of the Level 3
knowledge units and the specific technical knowledge underpinning the coaching of cricket, which will be assessed via performance, simulation and a portfolio of evidence
the production of a performance profile for a minimum of one player and a team in cricket. These should be matched against established performance factors for cricket and identify the current and potential level of player performance and/ or development. This should cover at least one of the following areas:
Skill levels
Technical ability
Tactical awareness
Physiological needs
Psychological needs.
design and plan a cricket Coaching Programme for a minimum of one player, which should be based upon the outcome of the performance profile
production of a detailed plan of a discrete cycle or phase (minimum of eight weeks) associated with
an aspect of the cricket coaching programme for one player production of a minimum of eight coaching session
plans within the discrete cycle or phase (minimum of eight weeks) associated with an aspect of the cricket coaching programme
production of a recorded plan for the ongoing evaluation of the cricket coaching programme.
production of a recorded plan for the ongoing performance and/or development review for the
player. The plan should identify the methodology and timings for the ongoing review
production of a detailed plan of a discrete cycle or phase (minimum of eight weeks) for a team
production of a minimum of two coaching session plans within the discrete cycle or phase (minimum of eight weeks) for a team
that they are competent in managing a safe coaching environment for players and others. This must be observed by an appropriately qualified assessor on a minimum of two occasions
Must be evidenced through:
a record of learners attendance
and achievement of each task and units, the assessor and completion dates
completed tasks contained on the USB
evidence from the completion of any tasks completed online or via the USB
observation checklists internal verification reports external verification reports and
action responses (Athena).
10 The detailed unit-by-unit assessment specification and assessment guidance can be found in the qualification-specific
1st4sport Tutor, Assessor Verifier Guidance
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QCON 3.3 Assessment Specification (continued)
Conditions Evidence: Assessment
the production of a record of the management of a
safe coaching environment over a minimum period of eight weeks. This should be within the planned discrete cycle or phase associated with an aspect of their cricket coaching programme
the delivery of a minimum of ten coaching sessions, eight within the discrete cycle or phase (minimum of eight weeks) for a single player, associated with an aspect of the cricket coaching programme, and two for a team
the delivery of a minimum of two cricket coaching sessions, which must be observed by an appropriately qualified assessor on separate occasions
the production of recorded player and/ or development reviews and associated action plan(s) for a minimum of one player during the cricket coaching programme. In addition, learners will complete a further two performance and/ or development reviews for a team. This may include at least one or more of the following areas:
skill
technical ability
tactical awareness
physiological
psychological.
the production of a recorded review and evaluation for a detailed training cycle or phase (minimum of eight weeks) associated with an aspect of the cricket coaching programme for a single player and a team
the production of a recorded review and evaluation for a team, associated with the eight week training cycle or phase
the production of a personal action plan to develop own coaching practice based upon the
delivery of a minimum of ten coaching sessions, eight within the discrete cycle or phase (minimum
of eight weeks) for a single player, associated with an aspect of the cricket coaching
programme, and two for a team an action plan to develop coaching practice for others
involved in supporting the cricket coaching programme.
All sessions must be drawn from the Level 3 Cricket Technical Syllabus which is contained within the appendix of this specification.
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QCON 3.4 Assessment tools
Conditions Evidence: assessment tools
The recognised centre is required to use valid and reliable assessment tools which have been designed by 1st4sport in consultation with the technical development partner, the ECB.
Where a recognised centre wishes to adapt these tools or use alternative arrangements to meet the needs of a particular group of learners, they should refer to the 1st4sport Position Statement: Alternative Assessment Arrangements.
Must be evidenced through:
a completed Record of Achievement (by
task and unit) completed tasks contained on the
learner’s USB (portfolios of evidence) printed evidence from the completion of
any tasks online observation checklists other assessment records which support
learners’ achievement internal verification reports external verification reports and action
responses (Athena).
Evidence: alternative assessment
Must be evidenced through:
an alternative assessment arrangements
request (only where alternative assessment arrangements are needed)
the completion of agreed alternative assessment tools (including online portfolio and USB tasks) where these are agreed.
QCON 3.5 Assessment eligibility
Conditions Evidence: assessment eligibility
The recognised centre is required to ensure all learners who have attended the full programme of learning are given opportunities to be assessed within their period of registration for the qualification.
Learners must not be assessed for the final practical assessment until they have successfully completed all other assessments associated with this qualification.
Must be evidenced through:
the full programme of learning must be
evidenced through registers and/or records of attendance
assessment records (including the online assessment activities and the tasks contained on the USB).
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QCON 3.6 Assessment process
Conditions Evidence: assessment activities
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 assessor guidance and any relevant
invigilation conditions assessment decisions are made in line with the
principles of assessment (Validity Authenticity, Reliability, Currency, Sufficiency of evidence)
assessment decisions are communicated via established channels
assessment decisions are recorded and shared with learners.
Must be evidenced though:
a published learning and assessment
programme and related learner communications
records of attendance and achievement per task and unit, the reviewer name and completion date
assessment plans completed tasks which include signatures
in all required places and annotations which clearly evidence assessment activities
assessor communications to administrators internal verification records, including:
sampling reports
tutor/assessor interviews
tutor/assessor observation of performance
learner interviews
desk based sampling
standardisation exercises.
external verification reports and action
responses (Athena).
QCON 3.7 Eligibility of learners for special consideration
Conditions Evidence: 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.
Must be evidenced through
special consideration requests (Athena) implementation of the arrangements.
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QCON 3.8 Eligibility of learners for Certification
Conditions Evidence for 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 ECB Tutor/Assessor as eligible for certification are certificated.
Where a verification sampling plan requires an intervention to be conducted, outcomes must not be confirmed to learners until the sampling and any residual actions have been completed.
Must be evidenced through:
assessment tracking and records ECB tutor/assessor communications to the
centre administrator administrator communications to learners internal verification reports certification requests to 1st4sport.
QCON 3.9 Reassessments
Conditions Evidence of 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.
Must be evidenced though:
assessment plans, tracking and records completed/updated learner packs completed Record of Achievement, per
learner assessor communications with
administrators internal quality assurance records:
sampling reports
tutor/assessor interviews
tutor/assessor observation of performance
learner interviews
desk based sampling
standardisation exercises.
external verification reports and action responses (Athena).
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Section Four: Internal Quality Assurance
QCON 4.1 Internal Verification Strategy
Conditions Evidence of IV 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 internally verified from 50% of the courses authorised
all active assessors internally verified across all active assessment sites, over a twelve month period
one ECB regional and two county standardisation activities conducted annually
internal verification conducted in accordance with a risk based approach; tutors/assessors and assessments perceived as higher risk experience more frequent IV interventions.
Must be evidence through:
a current internal verification strategy
document uploaded into the Documents section of Athena
an internal verification sampling plan template
implementation through reports from internal verification interventions.
QCON 4.2 Internal Verification Sampling
Conditions Implementation of internal verification sampling evidence
The recognised centre is required to develop and implement sampling plans in accordance with the interval verification strategic objectives.
Must be evidenced through:
sampling plans internal verification reports.
QCON 4.3 Internal Verification Interventions
Conditions Implementation of internal verification sampling evidence
The recognised centre is required to ensure internal verification interventions across all tutors/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, the qualification workforce and specifically to the workforce team.
Must be evidenced through:
internal verification reports.
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Communications and Contacts In an effort to reduce the costs of our qualifications we aim to utilise electronic means of communication wherever possible. 1st4sport Qualification’s website or e-mail should be the first port of call for organisations or individuals looking for information.
Additional important contacts
ECB Contact Details
Website: www.ecb.co.uk Enquiries: coacheducation@ecb.co.uk Telephone: 0121-440 1748/ 0121-446 6344 Address: ECB Coach Education Department, Warwickshire County Cricket Ground, Edgbaston, Birmingham B5 7QX
Skills Active The Sector Skills Council for Active leisure, Learning and Well-being
Website: www.skillsactive.com Enquiries e-mail: skills@skillsactive.com 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.11
The Office of the Qualifications and Examination regulator (Ofqual)
Website: Ofqual
Department for Education
Website: Department for Education (DfE)
Learning Records Service
Website: Learning Records Service
11 Any changes to qualifications will be communicated with recognised centres via various means of communications
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Appendix 1: Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF) This syllabus should be read in conjunction with the unit specifications of the 1st4sport Level 3 Certificate in Coaching Cricket (QCF). To achieve the 1st4sport Level 3 Certificate in Coaching Cricket (QCF), learners will be required to demonstrate an understanding and application of coaching the following cricket techniques in an appropriate environment.
Practical Topics Components of Practical Topics
Pace Bowling
Action types in more detail through video analysis Revision of ABCD principles Training methodology – simple drills package to use with
pace bowlers Expanded drills package for use with high performance /
development Detailed observation and analysis of technique using latest
research and performance analysis software Observation and lessons from best practice Variations – swing and seam in more detail bouncers, slower
balls and Yorkers / use of the crease / over vs. round. Discussion and use of reverse swing Bowling in one day cricket – game plans for different
phases / using slower balls/ types of slower ball Bowling in two-day cricket – game plans. Helping bowlers observe and analyse batters Influence of conditions / assessing pitches Pre-delivery routines / concentration work.
Spin Bowling
Revision of ABCD principles Training methodology – simple drills package to use with
spin bowlers Detailed observation and analysis of technique using latest
research and performance analysis software Observation and lessons from best practice Discussion on unorthodox technique Angles on crease/alignment:
What is spin? What is drift? What is curve? What is dip?
Variations – arm ball/ googly/ slider /flipper /doosra Expanded drills package for use with high performance /
development Bowling in one day cricket – game plans for different
phases/ setting fields Bowling in two-day cricket – game plans. Role of the captain for spin bowlers Helping bowlers observe and analyse batters Influence of conditions / assessing pitches.
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Practical Topics Components of Practical Topics
Fielding
Close catching – specialist roles:
Slip
Gully
Bat pad.
Retrieving – introduction to the slide Crow hop and throw – discussion on variations Training methodology – team and individual drills Roles in the field / basic game plans for a fielding team Detailed observation and analysis of technique using latest
research and performance analysis software Observation and lessons from best practice Throwing variations:
Crossover
Spin
Hip
From dive
Underarm dive
Reverse underarm throw.
Diving technique – ground fielding and catching Relay throw options Expanded drills package for use with high performance /
development Pre-delivery routines / concentration work.
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Practical Topics Components of Practical Topics
Batting
Length judgement Line judgement Observation and analysis in more detail using video Straight bat variations:
Cover
On
Moving out to drive
Hitting over the top
Leg glance.
Cross bat variations:
Pivot pull
Cut
Late cut
Sweep
Slog sweep.
Establishing game plans with individuals and with teams Detailed observation and analysis of technique using latest
research and performance analysis software Observation and lessons from best practice Playing against pace:
- Common themes - Specific drills - Evasion - Hooking.
Playing against spin:
Common themes
Specific drills
All sweep options
How to defend.
Pre-delivery movements and practical solutions to common problems
Expanded drills package for use with high performance / development
Tactical issues – team game plans / saving games / chasing scores / one day cricket / building an innings
Running between the wickets – turning techniques Pre-delivery routines / concentration work.
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Practical Topics Components of Practical Topics
Wicketkeeping
Revision of stance “Set” positions standing up and standing back Footwork standing back Drills package for standing up and standing back Common principles Glovework Detailed observation and analysis of technique using latest
research and performance analysis software Observation and lessons from best practice Inside hip technique Diving Training methods for taking the spinning ball Training methods for taking the swinging ball Expanded drills package for use with high performance
players Role of the modern day keeper Pre-delivery routines / concentration work Fielding and the keeper.
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Appendix 2: Unit Specifications for the 1st4sport Level 3 Certificate in Coaching Cricket (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
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Learning outcomes The learner will:
Assessment criteria The learner can:
2 understand how to
ensure equitable coaching of sport-specific activities.
2.1 describe the following requirements impacting on equitable
coaching: legal requirements sport-specific requirements
2.2 explain the purpose of sport-specific codes of practice for
coaching
2.3 explain how sport-specific codes of practice for coaching
impact on coaching behaviour
2.4 describe methods to minimise barriers to participant
development
2.5 explain what information is required in order to provide
appropriate and safe opportunities for disabled 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
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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.
Learning outcomes The learner will:
Assessment criteria The learner can:
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
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Learning outcomes The learner will:
Assessment criteria The learner can:
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
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Learning outcomes The learner will:
Assessment criteria The learner can:
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
Assessment guidance This unit will be assessed through a portfolio of evidence and observation of coaching practice
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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.
Learning outcomes The learner will:
Assessment criteria The learner can:
1 understand the principles
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
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Learning outcomes The learner will:
Assessment criteria The learner can:
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
Assessment guidance This unit will be assessed through a portfolio of evidence and observation of coaching practice
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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
Learning outcomes The learner will:
Assessment criteria The learner can:
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
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Learning outcomes The learner will:
Assessment criteria The learner can:
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
Assessment guidance This unit will be assessed through a portfolio of evidence and observation of coaching practice
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Unit Title: Analyse players’ performance and set programme goals in cricket
About this unit
This unit assesses learners’ ability to gather cricket -specific information on players’ past and current performance and lifestyle factors that may affect their aspirations. They are expected to analyse this information, share it with the players and set shared goals based on the gathered information
Learning outcomes The learner will:
Assessment criteria The learner can:
1 establish the key
sport-specific performance factors and players’ needs
1.1 identify methods to collect information relevant to players
1.2 use identified methods to collect relevant sport-specific and
lifestyle information on players
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 players’ needs
1.5 refer players whose needs and potential cannot be met to a
competent person or agency
2 involve players in the
analysis of the collected information
2.1 share the analysis of the information with players in a
manner that supports their understanding
2.2 take account of players’ feedback on the analysis of
information
2.3 identify from feedback any barriers to players achieving their
potential
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Learning outcomes The learner will:
Assessment criteria The learner can:
3 plan programme goals for
players based on collected information
3.1 prioritise players’ performance factors in a way that will
enable them to achieve their potential.
3.2 establish performance goals in line with collected
information, which reflect the analysis of players’: level of development actual performance potential performance
3.3 ensure that performance goals are consistent with
recognised good practice in cricket
3.4 ensure that the planned programme goals are consistent
with the coach’s level of competence and responsibility
3.5 record the goals in a format that is clear and accessible to
those involved
3.6 share, negotiate and agree performance goals with players
3.7 communicate implications of goals to others who may be
affected in delivering the programme
Assessment Guidance
The learner is required to provide evidence of:
The production of a performance profile for a minimum of two players or a team in cricket. These should be matched against established performance factors for cricket and identify the current and potential level of player performance and/ or development. This should cover at least one of the following areas:
skill level technical ability tactical awareness physiological needs psychological needs.
All performance factors must be drawn from the Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF).
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Unit Title: Plan Cricket Coaching Programmes
About this unit
This unit assesses learners’ ability to use information gathered about players’ performance and goals to design a programme of activities and coaching sessions in cricket. A plan for the evaluation of the aspirations of the programme is also required
Learning outcomes The learner will:
Assessment criteria The learner can:
1 design and plan etball
coaching programmes to achieve players’ 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 players’ level(s) of development agreed goals
1.3 plan for a mix of delivery and coaching styles to suit:
players’ needs activities environment
1.4 identify the focus and priority of each activity within the
programme based on players’ needs
1.5 ensure that planned activities are consistent with agreed
good practice in cricket
1.6 plan a variety of sessions for delivery within the programme
that are progressively linked and help players 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 players and others
1.11 respond to feedback on planned activities from players and
others
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Learning outcomes The learner will:
Assessment criteria The learner can:
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 sufficient resources
2.3 ensure the resources are in line with accepted good practice
in cricket
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 players and others
3.6 respond to feedback on evaluation plans from players and
others
Assessment guidance
The learner is required to provide evidence of: Design and plan a cricket Coaching Programme for a
minimum of two players or a team, which should be based upon the outcome of the performance profile(s) developed for Analyse players’ performance and set programme goals in cricket.
Production of a detailed plan of a discrete cycle or phase (minimum of eight weeks) associated with an aspect of the cricket Coaching Programme.
Production of a minimum of 8 coaching session plans within the discrete cycle or phase (minimum of eight weeks) associated with an aspect of the cricket Coaching Programme.
Production of a recorded plan for the ongoing evaluation of the cricket Coaching Programme.
Production of a recorded plan for the ongoing performance and/or development review for either two players or a team. The plan should identify the methodology and timings for the ongoing review
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Unit Title: Manage Safe and Effective Cricket Coaching Programmes
About this unit
This unit assesses learners’ ability to manage the safety of all those engaged in the coaching programme, including the management of effective relationships and behaviour.
Learning outcomes The learner will:
Assessment criteria The learner can:
1 establish and maintain
the safety of the coaching environment during the delivery of coaching programmes
1.1 ensure that players and others have the necessary
information about the 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
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Learning outcomes The learner will:
Assessment criteria The learner can:
2 establish and maintain
relationships with players and others involved in the delivery of programmes.
2.1 establish positive and goal-oriented relationships with players
and others (eg other coaches, sport science support or facility management)
2.2 promote an enthusiasm for cricket and for players’ continuous
improvement
2.3 use communication methods that are appropriate to players’
and others’ needs
2.4 listen to, and negotiate successfully with, players and others in
the delivery of the programme.
2.5 adapt coaching, motivational and leadership styles to reflect
the needs of the programme, players and others
2.6 provide opportunities for players to enjoy the coaching
experience
2.7 ensure that players’ and others’ equality and diversity are
recognised
3 manage player behaviour
and interactions.
3.1 provide players 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 players 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 appropriate cricket organisation
3.5 manage players’ engagement with each other effectively and
fairly, in a way appropriate to their needs.
Assessment guidance
The learner is required to provide evidence of: That they are competent in managing a safe coaching
environment for players and others. This 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. This should be within the planned discrete cycle or phase associated with an aspect of their cricket coaching programme.
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Unit Title: Deliver Cricket Coaching Programmes
About this unit
This unit assesses learners’ ability to begin the implementation of a coaching programme, review its progress at identified times, and respond to players’ progress and the effectiveness of the programme, through the implementation of contingencies and change management.
Learning outcomes The learner will:
Assessment criteria The learner can:
1 initiate coaching
programmes
1.1 provide players 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 players in accessing the resources they need to
participate in the programme
1.3 coordinate 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 cricket-
specific codes of practice when working with players
1.6 select and apply a style of leadership appropriate to:
players others the programme
1.7 ensure that the programme can be modified to suit the
changing environment and players’ needs
2 review players’ progress
during the implementation of the programme
2.1 brief players on the evaluation plans for the coaching
programme
2.2 evaluate players’ performance using methods identified in the
evaluation plan
2.3 compile information on the evaluation of players’ progress
2.4 encourage players to give feedback on their perceptions of
their progress
2.5 give positive and timely feedback during the review
2.6 evaluate players’ 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
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Learning outcomes The learner will:
Assessment criteria The learner can:
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 players and relevant others
3.4 identify resource implications of modifications
3.5 introduce the modifications to players and relevant others,
appropriate to their needs
3.6 monitor the effectiveness of changes and amend these as
necessary
Assessment guidance
The learner is required to provide evidence of:
the delivery of a minimum of 8 coaching sessions within the discrete cycle or phase (minimum of eight weeks) associated with an aspect of the cricket coaching programme
the delivery of a minimum of two cricket coaching sessions, which must be observed by an appropriately qualified assessor on separate occasions
the production of recorded player performance and/ or development reviews and associated action plan(s) for a minimum of two players or a team during the cricket coaching programme. 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 Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF)
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Unit Title: Develop Players’ Performance in Cricket
About this unit
This unit assesses learners’ ability to deliver cricket coaching activities within a coaching programme. They will show that they can monitor and develop players’ performance in cricket and effectively conclude the activities in a safe manner.
Learning outcomes The learner will:
Assessment criteria The learner can:
1 make preparations for
coaching
1.1 meet players 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 players’ physical and mental readiness to participate
1.5 ensure players have the correct equipment and clothing
1.6 deliver warm-up activities appropriate to players and the
session
1.7 ensure players understand the value and purpose of the
warm-up
1.8 review session plans in light of players’ readiness to
participate and environmental factors
1.9 adapt session plans if players’ readiness and environmental
factors dictate
2 implement coaching
activities
2.1 provide players with information about the planned activities
2.2 allocate activities to players 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 players’ level of understanding
2.4 select and use methods of motivating the players that are
appropriate to them and in line with accepted good practice in cricket
2.5 check players’ understanding of instructions
2.6 give players the opportunity to ask questions
2.7 ensure players have the opportunity to take part in the
planned activities
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Learning outcomes The learner will:
Assessment criteria The learner can:
3 support players in
improving performance.
3.1 observe and analyse players’ performance throughout
activities
3.2 identify, prioritise and agree specific areas for improvement
with players
3.3 intervene at appropriate points with coaching techniques that
encourage players to improve
3.4 use a mix of delivery styles appropriate to players and the
programme/session goals
3.5 identify players in need of specialist support and signpost
them to likely sources
3.6 provide feedback that is timely, clear and helps players
achieve their goals
3.7 adapt plans to respond to changing needs of the session
3.8 encourage and enable players to reflect on what they have
learned and apply this to their performance
3.9 encourage and support players to take responsibility for their
own development
4 conclude coaching
activities.
4.1 allow time to end the session according to players’ needs
4.2 deliver cool-down activities appropriate to the session and
players
4.3 encourage players to give feedback and identify further goals
4.4 give players summary feedback on the session
4.5 ensure players have the information they need about future
opportunities to take part in cricket
4.6 supervise players’ 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.
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Assessment guidance
The learner is required to provide evidence of:
discrete cycle or phase (minimum of eight weeks) associated with an aspect of the cricket Coaching Programme
the delivery of a minimum of two cricket coaching sessions, which must be observed by an appropriately qualified assessor on separate occasions
the production of recorded player performance and/ or development reviews and associated action plan(s) for a minimum of two players or a team during the cricket coaching programme. 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 Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF).
Product ref: QS L3CCCRQ V3 Page 45 of 47
Unit Title: Monitor and Evaluate Cricket Coaching Programmes
About this unit
This unit assesses learners’ ability to review the implementation of coaching programmes against an evaluation plan and take opportunities to improve programmes and personal contributions to them.
Learning outcomes The learner will:
Assessment criteria The learner can:
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 players 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 their own performance and behaviour the performance and behaviour of players and others
1.7 treat confidential information appropriately
1.8 make a record of recommendations for improvement to
future programmes
2 monitor their own
contributions to the coaching programme.
2.1 monitor their own contributions to the programme with the
aim of developing their own coaching practice
2.2 interpret feedback as an opportunity to improve their
personal coaching performance
Assessment guidance
The learner is required to provide evidence of:
the production of a recorded review and evaluation for a detailed training cycle or phase (minimum of eight weeks) associated with an aspect of the cricket coaching programme
All sessions must be drawn from the Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF)
Product ref: QS L3CCCRQ V3 Page 46 of 47
Unit Title: Develop Cricket Coaching Practice
About this unit
This unit assesses learners’ ability to review their own contributions to coaching programmes, their personal development needs, and how they can support others in developing their coaching skills and knowledge.
Learning outcomes The learner will:
Assessment criteria The learner can:
1 be able to review their
own coaching practice
1.1 summarise the most important outcomes of evaluations of
previous coaching programmes and feedback from players and others (eg other coaches, sport science support or facility management)
1.2 demonstrate their own knowledge is up to date with
developments in cricket and current coaching practice
1.3 reflect on all aspects of their 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 that could support the
development of other coaches
2.3 demonstrate the provision of development guidance and
support to other coaches within their 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
appropriate cricket organisation to other coaches
2.8 identify relevant people who may be able to provide advice
on coaching issues outside their own area of competence or authority.
Product ref: QS L3CCCRQ V3 Page 47 of 47
Assessment guidance
The learner is required to provide evidence of:
the production of a personal action plan to develop own coaching practice based upon the delivery of a detailed training cycle or phase (minimum of eight weeks) associated with an aspect of the cricket coaching programme
an action plan to develop coaching practice for others involved in supporting the cricket coaching programme
All sessions must be drawn from the Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF)
Product ref: QS L3CCCRQ V3 Page 48 of 47
Product ref: QS L3CCCRQ Page 25 of 24
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