1st4sport Level 3 Certificate in Coaching Basketball (QCF) · National Source Group for Basketball 1st4sport Level 3 Certificate in Coaching Basketball (QCF) Qualification Specification

Developed in Partnership with the

National Source Group for Basketball

1st4sport Level 3 Certificate in Coaching Basketball (QCF)

Qualification Specification

Version 7: 29 September 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

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© Coachwise Ltd, 2016

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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, Welsh Government and SQA Accreditation 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: 600/0086/7

Qualification accreditation date: 13 December 2010

V1 01 December 2010: Initial specification V2 08 September 2011: Edited version of initial specification. No technical amends made

V3 11 April 2012: Reformatted to meet new style. No technical amends made V4 15 May 2013: Internal verification guidance clarified.

V5 1 November 2014: All content rationalised and Conditions redeveloped to encompass evidence requirements, no technical amends

V6 04 August 2015: Tutor to Learner ratio amended to allow more effective delivery V7 29 September 2016: Qualification Review Date Extended, Unit Specifications added into 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

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: Level 3 Coaching Basketball Technical Syllabus

21

Appendix 2: 1st4sport Level 3 Certificate in Coaching Basketball (QCF) Unit Specifications

22

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Introduction to the Qualification

The 1st4sport Level 3 Certificate in Coaching Basketball (QCF) is solely awarded by 1st4sport Qualifications and has been developed in partnership with the National Source Group for Basketball (NSG), comprising of members from each of the home country National Governing Bodies for Basketball. It is recognised as the industry standard level 3 qualification for coaching basketball within the United Kingdom.

Qualification Regulation1 Dates and Details

Qualification Title Qualification No. GLHs Level Credit

1st4sport Level 3 Certificate in Coaching Basketball (QCF)

600/0086/7 127 – 150 3 26

Regulation Dates

Qualification regulation start date: 13 December 2010

Qualification review date: 31 December 2017

Certification end date: 31 December 2020

Qualification Structure and Units

To qualify for the 1st4sport Level 3 Certificate in Coaching Basketball (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 Basketball (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 programmes

F/601/3537 3 18 3

305 Analyse players’ performance and set programme goals in basketball

M/602/5845 3 5 2

306 Plan coaching programmes in basketball F/602/5851 3 8 2

307 Manage safe and effective basketball coaching programmes

J/602/5852 3 12 2

308 Deliver basketball coaching programmes Y/602/5855 3 15 3

309 Develop participants' performance in basketball

H/602/5857 3 22 3

310 Monitor and evaluate basketball coaching programmes

M/602/5859 3 6 2

311 Develop coaching practice in basketball K/602/5861 3 5 1

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/eqf/home_en.htm


Qualification Purpose Statement

Overview What does this qualification cover? The objective of the Level 3 Certificate in Coaching Basketball (QCF) is to provide a benefit to learners via the skills and knowledge required to enable them to develop high level basketball players through effective basketball coaching. Who is this qualification designed for? This qualification is designed to prepare aspiring coaches for employment as a basketball coach in paid or voluntary roles, potentially within the elite game. It is appropriate for existing Level 2 basketball coaches wishing to develop coaching skills in basketball. Progression What could this qualification lead to? This qualification leads to paid or voluntary roles in coaching the sport of basketball in a variety of settings including working as a head coach within a basketball club, in schools and in colleges.

The skills and knowledge developed through this qualification may also be used enable learners to progress to other industry-relevant qualifications in coaching other sports, supporting PE in school sport and sports development. Support Who supports this qualification? This qualification is supported by the NSG for Basketball comprised of the National Governing Bodies (Basketball England, Basketball Wales and basketballscotland) as the trade association and employers for basketball. A range of technical experts from within the National Source Group for Basketball have provided technical input in the development of this qualification.

The qualification is also endorsed by the trade association for coaches, sports coach UK, as meeting its UKCC criteria.

http://www.basketballengland.co.uk/

http://www.basketballwales.com/

http://www.basketball-scotland.com/


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 sanctions 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

a NSG for Basketball licensed tutor to conduct training

a NSG for Basketball licensed assessor to conduct internal assessment

a NSG for Basketball licensed assessor to conduct independent assessment3

a NSG for Basketball licensed internal verifier to conduct internal verification (IV)4

In deploying the workforce, the recognised centre must ensure that each course operates with a maximum of 12 learners to one NSG for Basketball licensed tutor/assessor. The observed assessments must be conducted on a 1:1 basis.

Must be evidenced in the Staff section of Athena, the 1st4sport Quality Assurance System5. 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

a NSG for Basketball licensed tutor

a NSG for Basketball licensed assessor (for internal assessment)

a NSG for Basketball licensed assessor (for independent assessment)

a NSG for Basketball licensed internal verifier (IV)

1st4sport will conduct a quality check on tutors, assessors and internal verifiers against the NSG for Basketball’s 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 Independent assessors must not tutor or internally assess on a course where they are conducting g the independent assessment component 4 Internal verifiers must not tutor or assess on a course where they are completing the internal verification. 5 To gain access to Athena, please request this via [email protected].



QCON 1.2 Qualification administrator

Conditions Evidence: competence

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


course authorisation and any related activities

learner registration and any related activities

learner certification and any related activities.

QCON 1.3 Qualification coordinator

Conditions Evidence: competence

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


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

qualification administration, initial assessment and induction records

training, assessment and internal quality assurance records.

QCON 1.4 Tutors

Conditions Evidence: initial capability and competence

The recognised centre is required to recruit and deploy a NSG for Basketball licensed basketball tutor who holds as a minimum:

have a minimum of a Level 3 Award in Coaching Basketball or the 1st4sport Level 3 Certificate in Coaching Basketball or equivalent

a recognised teaching qualification or the 1st4sport Level 3 Award in Delivering Learning (QCF) or the Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) or the 1st4sport Certificate in Tutoring in Sport (CTS) or equivalent, or have attended a programme of tutor-training matched to national standards

Tutors are responsible for the delivery of the learning programme developed by the NSG for Basketball. They must have attended the NSG for Basketball qualification induction.


1st4sport approval of each tutor within the Athena Staff tab.

Evidence: ongoing capability and competence


standardisation activities

internal verification reports and action responses

external verification reports and action responses (Athena).


QCON 1.5 Assessors

Conditions Evidence: Initial capability and competence

The recognised centre is required to recruit and deploy a licensed basketball assessor who holds as a minimum:


the Level 3 Award in Assessing Vocational Related Achievement (QCF), the ENTO Unit D32/33 or the A1/A2 Assessor Units or the 1st4sport Introduction to Assessment Practice in Sport (IAPS)

Assessors are responsible for the conduct of valid and reliable assessments in accordance with the 1st4sport Tutor, Assessor and Verifier Guidance. They must have attended the NSG for Basketball qualification induction.


1st4sport approval of each assessor within the Athena Staff tab.



the assessment records

recorded standardisation activities



QCON 1.6 Internal verifiers

Conditions Evidence: Initial capability and competence

The recognised centre is required to recruit and deploy a NSG for Basketball licensed basketball internal verifier who holds as a minimum:


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

Internal verifiers are responsible for the conduct valid and reliable internal quality verification activities in accordance with the 1st4sport Tutor, Assessor and Verifier Guidance. They must have attended the NSG for Basketball qualification induction.


1st4sport approval of each internal verifier (field trainer) within the Athena Staff tab.



recorded standardisation activities

internal verification records (implementation of sampling and reports)

external verification reports and action responses (Athena)


QCON 1.7 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. These must comply with accepted health and safety practices for Basketball and have in place appropriate access arrangements. All training and/or assessment sites must include the following facilities:

an appropriate playing area that is a minimum 26m x 14m in size and of uniform construction and even surface.

a theory space for up to 20 learners which includes a classroom containing multimedia facilities, 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.


site/facility inventories and risk assessments

internal verification reports

external verification reports (Athena).


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 basketball and must include:

FIBA-approved basketballs appropriate to the needs of the learners (size 6 basketballs should be available for female learners), sufficient for one per learner

a minimum of 4 BSI-approved baskets. 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

site/equipment inventories and risk assessments


external verification reports (Athena).

QCON 1.9 Qualification materials

Conditions Evidence: materials

The recognised centre is required to ensure that the NSG for Basketball tutors and assessors have available for use doing sessions the:

NSG for Basketball Learning and Assessment Programme

1st4sport Tutor/Assessor/Verifier Guidance to Assessment

1st4sport Assessment Papers (for the relevant session)

The recognised Centre is also required to ensure that learners are provided with the a 1st4sport Learner Pack which includes the:

1st4sport Assessment Tasks

1st4sport Learner CD-Rom

Basketball England Learner Resource Manual


inventories

published programme of learning and assessment

1st4sport assessment tasks which are assessed and annotated in accordance with the 1st4sport Tutor, Assessor, and Verifier Guidance


external verification report (Athena).


QCON 1.10 Qualification fees6

Conditions Evidence: Fees and payments

The recognised centre is required to pay a £113 learner registration and certification fee per registered learner when the course is authorised with 1st4sport within the appropriate timescales7. 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 when the learner enters into a contract/agreement with the centre.


pre-course marketing tools

pre-course instructions to learners

learning contracts/agreements

course authorisation requests to 1st4sport and related payment logs.

6 The fee is per learner and includes registration and certificates where this is appropriate. Standardised assessment tools are also provided and are complimentary. 7 Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, 1st4sport 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 administration

Conditions Evidence: course administration

Recognised centres should utilise the 1st4sport centre portal8 to authorise courses, register and certificate learners. All qualification administration activities must be conducted 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 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 and 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 will:

conduct themselves accordingly in accordance with the Learner Agreement/Contract and the appropriate home country NGB Code of Conduct for Basketball Coaching

make all relevant payments

understand that the registration period for this qualification is 3 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 or web based application services

signed learning agreements/contracts9

8 To gain access to this system the centre needs register 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] 9 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-requisites10

Conditions Evidence of pre-requisites

Prior to registration learners are required to:

be a minimum of 18 years of age hold the 1st4sport Level 2 Certificate in

Coaching Basketball or equivalent be coaching and training the same team in

a club/team environment with regular training sessions and have competitive matches on a regular basis

have experience of coaching the same group of players for a full season within the past three years

have experience of coaching a variety of players in more than one element of the player pathway and at a variety of age groups

able to communicate effectively in English (listening, speaking, reading and writing). Where it is clear that an individual may not have an appropriate command of the English language, an activity must be completed in order to establish their eligibility to complete the qualification.

There are no additional pre-requisites to certification other then successful completion of the required assessments. Important Notes: Screening of learner applications before registration is strongly advised to ensure suitability for entry to the qualification. It is also strongly recommended that learners have appropriate insurance cover before undertaking any coaching practice. Those working with children will be required ‘by an employer’ to have been positively vetted by the Criminal Records Bureau (CRB).


learner records containing personal data including title, name, date of birth, address, gender, nationality, ethnicity, disability and access needs

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

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

Records of the checks made to confirm coaching experience (duration and range of players) which could include letters from clubs and/or schools/colleges/unversities

records of the checks that took place to ensure that the learner has evidence of a current first aid certificate, the type of certificate, the reviewers name and confirmation date

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

10 Learners should be made aware that they will require appropriate insurance cover before undertaking independent coaching practice.


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 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 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.

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 .


learner application forms or web-based application services

reasonable adjustment requests and clearly implemented arrangements.

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


QCON 2.5 Learner inductions

Conditions Evidence: inductions

The recognised centre is required to provide an effective qualification/course induction12 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 - RPL

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.


induction attendance registers and records

policy booklets or signposts

induction documentation.

12 Learner identity check must be completed in the learner induction.


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 NSG for Basketball Learning and Assessment Programme in its entirety. This is aligned to the recommended guided learning hours which are a range of 127 – 150 hours, depending upon learners’ needs and the structure of the programme of training and assessment. In doing so the recognised centre must ensure that the eight mandatory units are completed, giving learners 26 credits. Each credit is equivalent to 10 hours of learning time.


marketing tools (where these exist)

NSG for Basketball Learning and Assessment Programme per course13

web-based records from online platforms (where these have been agreed in accordance with the 1st4sport Position Statement: Alternative Assessment Arrangements).

QCON 3.2 Training and Assessment Programme

Conditions Evidence: course programme

The recognised centre is required to use the NSG for Basketball Learning and Assessment Programme adapting 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 (3 years).

Training and assessment programmes must be evidenced through:

course administration records

NSG for Basketball Learning and Assessment Programme per course

learning and assessment records per course

web based audit from online platforms (where these have been agreed in accordance with the 1st4sport Position Statement: Alternative Assessment Arrangements



13 The NSG for Basketball Learning and Assessment Programme is a pre-standardised tool which centres must apply to each course; publishing dates and records of when each aspect was delivered.


QCON 3.3 Assessment Specification14

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:

the production of a performance profile for a minimum of two players or a team in basketball. This should be matched against established performance factors for basketball and identify the current and potential level of player performance and/ or development and should cover at least one of the following areas:

- skill levels - technical ability - tactical awareness - physiological needs - psychological needs.

the design and planning of a basketball coaching programme for a minimum of two players or a team, which should be based upon the outcome of the performance profile(s) developed.

the production of a detailed plan of a discrete cycle or phase (minimum of eight weeks) associated with an aspect of the basketball coaching programme

the production of a minimum of eight weeks of coaching session plans within the discrete cycle or phase (minimum of eight weeks) associated with an aspect of the basketball coaching programme

The production of a recorded plan for the ongoing evaluation of the basketball coaching programme

The 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.

the delivery of a minimum of eight weeks of basketball coaching sessions within the discrete cycle or phase (minimum of eight weeks) associated with an aspect of the basketball coaching programme


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

completed learner packs

printed evidence from the completion of any tasks online

observation checklists



14 The detailed unit-by-unit assessment specification and assessment guidance can be found in the qualification-

specific 1st4sport Tutor, Assessor Verifier Guidance.


QCON 3.3 Assessment Specification (cont.)

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 coaching programme

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

competence 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 recorded player performance and/ or development reviews and associated action plans for a minimum of two players or a team during the basketball coaching programme; 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 basketball coaching programme.

the production of a personal action plan to develop their own coaching practice based upon the delivery of a detailed training cycle or phase (minimum of eight weeks) associated with an aspect of the basketball coaching programme

an action plan to develop coaching practice for others involved in supporting the basketball coaching programme.

All sessions must be drawn from the Level 3 Technical Syllabus for Basketball which is contained within the appendix of this specification.


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. 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.


a record of learners attendance and achievement of each task and units, the assessor 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



Evidence: alternative assessment


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 3.5 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 (3 years). Learners must not be assessed for the final practical assessment until they have successfully achieved all other assessments.


the full programme of learning must be evidenced through registers and/or records of attendance

assessment records (including the online assessment activities and the portfolio).


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 1st4sport Tutor, Assessor, Verifier Guidance for this qualification

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

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

assessment decisions are recorded.


NSG for Basketball Programme of Learning and Assessment per course

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

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

signed Learner Record of Achievement

assessor communications to administrators



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.

QCON 3.8 Eligibility of learners for Certification

Conditions Evidence for certification

The recognised centre is required to ensure that learners who have successfully completed all pre-requisites, assessment requirements and who have been confirmed by the 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

the assessor communications to the qualification administrator

administrator communications to learners



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 (3 years). 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

NSG for Basketball Programme of Learning and Assessment per course

records of attendance and achievement per task 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

signed Learner Record of Achievement

the assessor communications to the qualification administrator




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 of evidence and assessor feedback across 25% of learners is internally verified from 100% of the courses authorised

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

standardisation activities conducted annually and focussed on assessment and internal verification15

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

evidenced generated through the completion of standardisation activities

an internal verification sampling plan

internal verification report templates


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.


internal verification sampling plans


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 of assessor performance

sampling of assessment evidence across all assessment tasks

learner interviews (face to face or via telephone)

workforce 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.




15 These may be completed centrally as part of the Annual NSG for Basketball Workforce Training Event but

evidence of participation and any outcomes must be clearly documented


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

Basketball England Contact Details

Website: basketballengland.co.uk Enquiries email: [email protected] Telephone: 0114 284 1061

Basketball Wales Contact Details

Website: basketballwales.com Enquiries email: Available via online form at http://www.basketballwales.com/index.php?p=contact

basketballscotland Contact Details

Website: basketball-scotland.com Enquiries email: [email protected] Telephone: 0131 317 7260

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.16

The Office of the Qualifications and Examination regulator (Ofqual)

Website: ofqual.gov.uk

Department for Education

Website: education.gov.uk

Learning Records Service

Website: learning-records-service.gov.uk

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

http://www.basketballengland.co.uk/


http://www.basketballwales.com/

http://www.basketballwales.com/index.php?p=contact

http://www.basketball-scotland.com/


http://www.skillsactive.com/


http://register.ofqual.gov.uk/Search?category=Qualifications&query=1st4sport%20Level%201%20Certificate%20in%20Coaching&status=Available%20to%20learners

http://ofqual.gov.uk/

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

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


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

Practical Topics Components of Practical Topics

Attacking team skills

Movement to create and exploit space

Give and go including backdoor cuts

Screens

Three player moves

Fast break

Half-court offence

Defending team skills

When to press the ball or drop (sag) off

Man-to-man defence

Zone defences

Combinations

Special situations including out of bounds

Roles and responsibilities in different areas of the court

Communication and support

Individual skills

Movement off the ball

Long-range shooting

Post play and close-range shooting

Feeding the posts

Rebounding

Game coaching and organisation

Scouting

Pre-game preparation

During the game

Half-time intervals

Use of timeouts

Post-game review

Team preparation and training

Development of play from the defending third

Creating and exploiting space

Movement and receiving

Combination play


Appendix 2: Unit specifications for the 1st4sport Level 3 Certificate in Coaching Basketball

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.



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




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 players’ performance and set basketball programme goals

About this unit

This unit assesses learners’ ability to gather basketball-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



1 establish the key

basketball-specific performance factors and players’ needs

1.1 identify methods to collect information relevant to

players

1.2 use identified methods to collect relevant basketball-

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

basketball-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 basketball 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




3 plan basketball

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 basketball

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: research to establish the current performance

benchmarks in basketball at the appropriate level. current levels of player performance via the production

of a performance profile for one centre-court player and one circle player. these should be matched against established benchmarks and identify the current and potential level of player performance, including an analysis of: skill level technical ability tactical awareness physiological needs psychological needs.

the production of an action plan for one centre-court player and one circle player, which should be based upon the outcome of the performance profile developed above. the action plan must include specific goals for each of the following areas: skill level technical ability tactical awareness physiological needs psychological needs.


Unit Title: Plan Coaching Programmes in Basketball

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 basketball. A plan for the evaluation of the aspirations of the programme is also required



1 design and plan

basketball 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 basketball

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




2 identify and access

resources to support the delivery of basketball 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 basketball

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

3 plan for the evaluation of

basketball 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: the production of an action plan for one centre-court

player and one circle player, which should be based upon the outcome of the performance profile developed for analyse players’ performance and set basketball programme goals. the action plan must include specific goals for each of the following areas: skill level technical ability tactical awareness physiological needs psychological needs.

the production of an outline plan of a programme of coaching. the plan must cover, as a minimum, one complete season.

the production of a recorded plan for the ongoing performance review of one centre-court player and one circle player. the plan should identify the methodology and timings for the ongoing performance review.

the production of a detailed plan of a discrete cycle or phase (minimum of eight weeks) associated with an aspect of the programme.

the production of a record of coaching session plans within the discrete cycle or phase (minimum of eight weeks) associated with an aspect of the programme.

the production of a recorded plan for the ongoing evaluation of the coaching programme. the plan should identify the methodology and timings for the evaluation.


Unit Title: Manage safe and effective basketball 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.



1 establish and maintain

the safety of the basketball coaching environment during the delivery of basketball 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

http://register.ofqual.gov.uk/Unit/Details/J_602_5852

http://register.ofqual.gov.uk/Unit/Details/J_602_5852




2 establish and maintain

relationships with players and others involved in the delivery of basketball 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 basketball 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 basketball 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 basketball 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: the production of a recorded risk assessment and

register or log for the coaching programme that defines the: nature of new risks probability of the risk happening severity of the impact of the risk happening nature of the activities being undertaken to

minimise the risk outcome. the log must be signed by an appropriate witness.

the development of codes of behaviour for players and others and a personal coaching philosophy.

competence in managing a safe coaching environment for players and others.

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 coaching programme.

the observation and internal assessment of the delivery of a coaching session. The coaching session may be delivered on course or away from the learning environment. Regardless of where the delivery of the session takes place, it must last for a minimum of 45 minutes.

the observation and independent assessment of the delivery of a minimum of one session by an appropriately qualified assessor during which all the relevant assessment criteria for this qualification are met. This may be delivered in a simulated environment, and the delivery aspect will take a minimum of 45 minutes per learner.


Unit Title: Deliver basketball 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.



1 initiate basketball 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 basketball-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 basketball 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

http://register.ofqual.gov.uk/Unit/Details/Y_602_5855




3 modify basketball

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 production of a recorded coaching logbook of

coaching practice relating to the planned discrete cycle or phase of a coaching programme. all logged sessions should be planned, delivered and evaluated with appropriate feedback and action plans recorded.

the production of a record of improvement in players’ performance and development during the coaching programme.

the production of recorded player performance reviews and associated action plan(s) for one centre-court player and one circle player. the action plan(s) must include agreed performance goals and be signed by the player being reviewed.

the observation and internal assessment of the delivery of a coaching session. the coaching session may be delivered on course or away from the learning environment. regardless of where the delivery of the session takes place, it must last for a minimum of 45 minutes.



Unit Title: Develop participants' performance in basketball

About this unit

This unit assesses learners’ ability to deliver basketball coaching activities within a basketball coaching programme. They will show that they can monitor and develop players’ performance in basketball and effectively conclude the activities in a safe manner.



1 make preparations for basketball 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 basketball 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 basketball

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




3 support players in

improving basketball 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 basketball

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 basketball

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.

Assessment guidance The learner is required to provide evidence of:


the observation and internal assessment of the

delivery of a coaching session. the coaching session may be delivered on course or away from the learning environment. regardless of where the delivery of the session takes place, it must last for a minimum of 45 minutes.



Unit Title: Monitor and evaluate basketball 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.



1 monitor the

implementation of basketball 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 basketball 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 plan for the ongoing performance review of one centre-court player and one circle player. the plan should identify the methodology and timings for the ongoing performance review.

the production of a recorded plan for the ongoing evaluation of the coaching programme. the plan should identify the methodology and timings for the evaluation.

the production of a recorded coaching logbook of coaching practice relating to the planned discrete cycle or phase of a coaching programme. all logged sessions should be planned, delivered and evaluated with appropriate feedback and action plans recorded.

the production of a record of improvement in players’ performance and development during the coaching programme.

the production of recorded player performance reviews and associated action plan(s) for one centre-court player and one circle player. the action plan(s) must include agreed performance goals and be signed by the player being reviewed.

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 coaching programme.


Unit Title: Develop coaching practice in basketball

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.



1 be able to review their

own basketball 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 basketball 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 basketball 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 basketball 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.


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 coaching programme.

the production of a personal action plan to develop coaching practice. this should be based on a review of coaching practice and can be supported by evidence from a range of sources, including feedback from players and others, coaching logs, video and documented evidence of ongoing self-reflection.

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