PGA of Canada

Acknowledgements:

This document has been compiled from several resources produced by the Coaching Association of Canada, in particular, the NCCP’s Evaluation Tool Kit (2004) and the NCCP’s Updates for Evaluation Tool Kit (2005). In addition, the contribution of CAC Consultant Jean Vaillancourt is greatly appreciated.

Compiled by:

Tom Hanley, Canadian PGA Curriculum Writer

Reviewed by:

Gary Bernard - Director of Education, Canadian PGA

Glenn Cundari - Canadian PGA Class “A” Member

Craig Watson - Manager of Education, Canadian PGA

Contributors:

Jeff Dykeman - Manager of Business Development, Canadian PGA

Cam Forrester - Canadian PGA Class “A” Member

Dominique Morency - Canadian PGA Class “A” Member

Jeff Thompson - Chief Sport Development Officer, RCGA

TABLE OF CONTENTS

INTRODUCTION 1

SUMMARY OF INSTRUCTOR OUTCOMES AND CRITERIA 4

HOW EACH OUTCOME WILL BE EVALUATED 5

ACCESS TO EVALUATORS 8

EVALUATION PROCESS 9

SPECIFIC OUTCOMES AND EVALUATION TOOLS 10

MAKE ETHICAL DECISIONS 10 PLAN A PRACTICE (UNIT PLAN) 10

PROVIDE SUPPORT TO ATHLETES IN TRAINING 13

ANALYZE PERFORMANCE 18 MANAGE A SPORT PROGRAM (SELECTED ELEMENTS) 20

PRE-OBSERVATION CHECKLIST 25

ON SITE EVALUATION SUMMARY SHEET 26

.ACTION TEMPLATE 28

APPENDIX 1 – DESCRIPTION OF EVALUATION STANDARDS 29

Canadian PGA, Royal Canadian Golf Association, Coaching Association of Canada © 2008 Evaluation Package Beginner Golfers

1

This package describes the evaluation requirements for the Canadian Professional Golf Association’s (CPGA) Instructor: Beginner Golfers certification. These requirements meet the minimum standards of the National Coaching Certification Program (NCCP).

• The CPGA workshops prepare instructor candidates for the golf-specific evaluation process.

• Technical skill content is based on the Golf Referent Models. Candidates are expected to know and use the Referent Model skill progressions and key points. • The Instructor: Beginner Golfers Evaluation Package is posted on the CPGA website (www.cpga.ca) for instructors to download and print.

• Instructors must complete the evaluation process to move from NCCP “Trained” status to NCCP “Certified” status. It is the responsibility of the instructor candidate to contact the CPGA when he/she feels ready for an evaluation.

There are several steps in the evaluation/certification process. Each step is linked directly to one of five outcomes that the candidate must be able to perform. Each outcome includes several evaluation criteria and these must be fulfilled to a minimum standard to meet certification requirements. Accredited Instructor: Beginner Golfers evaluators will evaluate a candidate’s performance. All five outcomes must be successfully evaluated before certification is granted.

Role of the Evaluator

During an evaluation, the evaluator’s job is to EVALUATE, not TEACH. However, the evaluation process should be a positive learning experience that provides some constructive feedback. The evaluation tools are designed to allow for the provision of objective feedback. Each form has room for the evaluator to record subjective comments. The evaluator may use this opportunity to validate those tasks particularly well done, thus reinforcing positive instructional behaviours. He/she may also use the opportunity to explain why he/she did not believe that some instructor behaviours were adequately demonstrated. In such cases, the evaluator’s comments must be constructive and provide the candidate with a clear direction for improvement (e.g. more practice, talking to more experienced instructors, reviewing the course materials, etc.). It is essential that every candidate walk away from the process feeling that they have learned something, regardless of the outcome.

Introduction

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Portfolio and Evaluation Process

As a new Canadian PGA Apprentice having completed the TCCP Instructor Beginner (TCCP IB) workshop, you are required to complete the respective Portfolio and Evaluation as the final steps to becoming certified in the context.

All completed Portfolios (using the criteria/guidelines set down in the Evaluation Package that you received in the workshop) shall be submitted to the National Office for evaluation by the Education Department. Please note: the TCCP IB- Evaluation Package can also be accessed electronically on-line at www.cpga.com

After a passing grade has been achieved on the Portfolio and you have been notified, you will be required to submit a 30-minute video clip of yourself instructing a private adult lesson. Please note: the video clip should be based on the 30-minute lesson plan for an adult (full swing) that you completed for your Portfolio.

The video clip shall be e-mailed to the CPGA National Office for evaluation (using the evalua-tion criteria set down in the Evaluation Package).

The administration fee for the Portfolio/Evaluation process is $ 50.00 (plus GST), and will be due upon submission of your Portfolio.

Please note: the deadline to have the Portfolio/Evaluation completed is September 30th, two years after having successfully completed the PAT. (Example: Pass the PAT in August, 2007- therefore; Apprentice must have Portfolio/Evaluation completed by September 30th, 2009)

Should you have any questions or concerns, please direct them to Craig Watson (Manager of Education) at the CPGA National Office ([email protected]).

Craig WatsonManager of EducationCanadian PGA13450 Dublin LineRR # 1Acton, OntarioL7J 2W7

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Note: Conditions Which Lead to the Need to be Re-evaluated

The demonstration of one or more of the following behaviours during an evaluation will result in an automatic score of 0 of the specific outcome being evaluated. The instructor candidate must be re-evaluated on this outcome.

1. SAFETY -- Endangering the health of a participant or any other person regardless of whether the behaviour was accidental or intentional.

2. HARASSMENT AND/OR ABUSE -- Demonstrating harassing or abusive behaviour towards a participant or any other person. Harassing behaviour may consist of repeatedly humiliating or intimidating someone, making racist comments, threatening someone with physical harm, making cruel personal jokes or teasing someone about their body or sexual orientation. Abusive behaviour may consist of name calling, swearing, threatening, ridiculing, intimidating, isolating, hazing, ignoring a person’s needs, slapping, hitting, shaking, kicking, pulling hair, pulling ears, striking, shoving, grabbing or excessive exercise as a form of punishment

3. DISREGARD FOR FAIRPLAY – Violating CPGA rules and/or the Coaching Association of Canada Code of Ethics/Conduct.

4. LOSS OF CONTROL OF PARTICIPANT GROUP – Participants clearly not responding to directions of instructor by wandering off, and/or not following instructions, and/or displaying unsafe, abusive and/or harassing behaviour.

5. DEMONSTRATION OF DISRESPECT FOR PARTICIPANTS, PEERS, VOLUNTEERS & EQUIPMENT – Violation of the NCCP’s Code of Ethics/Conduct.

6. INADEQUATE TECHNICAL KNOWLEDGE – Instructor does not teach according to the Golf Reference Material.

The next pages provide an overview of the five outcomes and main performance criteria for the CPGA Instructor: Beginners Golfers context.

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THE INSTRUCTOR: BEGINNER GOLFERS WILL:

1. MAKE ETHICAL DECISIONS - Using the NCCP Ethical Decision Making Framework, reflect on a simple ethical dilemma commonly encountered at a golf facility, identify what is at stake and indicate how s/he would deal with the situation.

2. PLAN A PRACTICE (UNIT PLAN) - Plan a lesson for an individual, a group or a Junior program using the EE DD PRC format and, consistent with Golf’s Long Term Player Development Model (LTPD). Design a unit plan of at least three lessons that enhances the learning of one or more skills.

3. PROVIDE SUPPORT TO THE ATHLETE IN TRAINING - Implement one of the above lessons during an observation by an evaluator. The lesson must include interventions that promote learning and reflect safety considerations. 4. ANALYZE PERFORMANCE - The Instructor candidate must demonstrate the ability to detect and correct performance errors.

5. MANAGE A SPORT PROGRAM (SELECTED ELEMENTS) - Prepare reports on participant progress, recieve feedback from participants and promote and support the Future Links program.

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Summary of Instructor Outcomes and CriteriaModule 2


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How Each Outcome Will Be Evaluated Module 3

OUTCOME PERFORMANCE CRITERIA METHOD OF EVALUATION

MAKE ETHICAL DECISIONS

Reflect on the importance of behaving respectfully toward participants, officials, parents and spectators.

Identify key issues in a common scenario that could be encountered in the Instructor: Beginner Golfers context.

Describe a course of action for dealing with the above situation that is consistent with the values and philosophy of the NCCP.

Complete the on-line, NCCP evaluation

(The NCCP evaluation is not included in this package. Details of registration for the on-line evaluation are available on the CAC website (www.coach.ca)

PLAN A PRACTICE (UNIT PLAN)

Organize a series of lesson activities into a unit plan that enhances the learning of one or more skills

Design an Emergency Action Plan (EAP)

A series of lesson plans organized as a unit is to be included in the candidate’s portfolio

An EAP is to be included in the candidate’s portfolio

PROVIDE SUPPORT TO ATHLETES IN TRAINING

Ensures that the lesson environment is safe

Plans and implements appropriately structured and organized lessons

Makes interventions that promote learning

Include an EAP in their portfolio and demonstrate safety awareness

Include 5 lesson plans:

1 individual Adult (30-Minute; Full Swing) 1 Adult group 3 lesson unit for a Junior

Candidate will be observed by video

Please note: The individual Adult lesson will be used as the video submission

Analyze Performance Completes Skills Analysis form

Detect and correct performance

Include a sample analysis report in portfolio.

Candidate will be observed by video.


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OUTCOME PERFORMANCE CRITERIA

METHOD OF EVALUATION

M ANAGE A S PORT P ROGRAM (S ELECTED E LEMENTS )

Report on participant progress throughout the program

Promote and support the Future Links program

Three participant progress reports and threestakeholder feedback forms are to be included in the candidate’s Portfolio

Answers questions on the framework andcontent of the Future Links program


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PORTFOLIO CHECKLIST

Before submitting their portfolios to the Canadian PGA, candidates should ensure that all of the following items are included.

• A single lesson plan for an adult focusing on the full swing (30 Minutes)

• A single lesson plan for an adult group

• Three sequential lesson plans designed to develop a selected golf skill for a junior

• Emergency Response Plan

• A completed skill analysis form

• 3 participant feedback forms for Managing Elements ….

• 3 sample participant progress reports for Managing Elements

• A “Candidate Self-Assessment” form

• A completed Response to a Review of the Future Links Materials form

CANDIDATES NOTES REGARDING EVALUATION

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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Access To Evaluators

• The Canadian Professional Golfers’ Association will train a core group of Evaluators. A list of Evaluators will be posted on the CPGA website (www.cpga.com).

• Evaluators will be selected on a regional basis to ensure coaches in all provinces/ territories have an opportunity to move from trained to certified status.

• It is the responsibility of the CPGA National Office to assign evaluators to candidates who have indicated that they are ready to begin the evaluation process.

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To become a certified CPGA Instructor: Beginner Golfers, instructor candidates must complete evaluation requirements in all five outcomes. The process for evaluation of each outcome is described in this section.

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Evaluation Process

AACCTTIIOONN TTIIMMEELLIINNEE

Instructor Beginner Golfers training workshop completed and candidate is recorded in the Canadian PGA and Coaching Association of Canada databases

as “trained”

Instruction of beginning golfers in the field for a minimum of 4 weeks prior to the start of the evaluation

process ------------------

At least 4 weeks prior to submitting portfolio (no upper time limit)

Candidate submits portfolio and evaluation fee to the CPGA National Office to initiate evaluation ------------------

When candidate feels ready.

CPGA office sends portfolio to evaluator. Evaluator reviews portfolio and returns comments and

recommendations to CPGA office. ------------------

Portfolio evaluated within 2 weeks of submission

If successful in the portfolio review the candidate will submit a video for the final stage of evaluation. Technical instructions will be sent to the candidate at this time. The candidate will submit their video as per instructions and the evaluator will complete the video review template and recommendation forms and forward them to the CPGA office

------------------ As soon as possible after notification of acceptance of portfolio.

The Canadian PGA will forward the video review along with the “satisfactory” or “unsatisfactory” recommendation to the candidate. Those not meeting the standard will be required to submit a new video clip. At the request of the candidate a telephone debrief may be arranged.

------------------ As soon as possible after the request for a new video.

Following successful completion of the video evaluation, the candidate will be entered into the Canadian PGA and Coaching Association of Canada databases as “certified”

------------------

Copies of NCCP Course Registry Form must be provided to the CAC by the CPGA. A copy of the CPGA evaluation summary sheet and action plan template will be provided to the instructor candidate and Master Evaluator by the CPGA.

------------------ 1-2 weeks after evaluation of video clip.

Note: Evaluation of the outcome Make Ethical Decisions is done through the CAC directly online when the instructor candidate feels ready.


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OUTCOME: MAKE ETHICAL DECISIONS (MED)

• Instructors must successfully complete the NCCP online Make Ethical Decisions evaluation exercise. This segment of evaluation is administered through the Coaching Association of Canada’s (CAC) website (www.coach.ca)• Complete details on registration for the on-line evaluation exercise will be available from the CAC. Instructor candidates should visit the CAC website for details.• The generic evaluation criteria and standards are provided in Appendix 1.

OUTCOME: PLAN A PRACTICE (UNIT PLAN)

For evaluation of this outcome, the candidate must submit 5 written lesson plans and an emergency action plan (EAP) for the lesson site. The plans form part of the candidate’s portfolio which is submitted directly to the Canadian PGA. The candidate is responsible for contacting the CPGA to initiate the evaluation process, and for keeping copies of all documents submitted.

• The lesson plans must be submitted using the Lesson Planning Form contained in this package (see page 11). Plans submitted using other formats will not be considered for evaluation and must be resubmitted on the correct form.• The EAP for the lesson facility must be submitted with the lesson plans.• Lesson plans will be evaluated using a standardized evaluation tool.• The evaluator’s comments will be recorded on the evaluation tool. The evaluator’s comments should indicate where weaknesses occur (i.e. not meeting the minimum standard) and provide constructive suggestions for improving the plans. The evaluator should also provide contact information in case the candidate needs a resource person for assistance. A sample of the evaluation tool is provided on page 12.

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Specific Outcomes And Evaluation Tools


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LESSON PLANNING WORKSHEET

CLUB: DATE

LOCATION: GOALS:

EQUIPMENT:

age

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Time

Exp

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Des

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Prac

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weiveR

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etarbeleC

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TIME:


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Name CC #:

OUTCOME: Plan a Practice (Unit)

Mark Evidence of Achievement Comments Scoring

Logi

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Lesson plan identifies a goal or a series of key elements that will be addressed in the lesson

0 1

Lesson plan identifies basic information including date, time, location, number of participants, level of participants.

Not T

here. No evidence appears on plan

All T

here. Sufficient detail of evidence

Lesson plan indicates basic logistical needs (i.e. facilities and equipment) to match the overall goal. Lesson plan has a clearly identified goal that is consistent with NCCP growth and development principles and Golf’s LTPD plan. Lesson plan is organized into main segments that include: Engage, Explore, Describe & Demonstrate, Practice, Review and Celebrate *Duration of the lesson and each lesson segment is identified on a timeline. *

TOTAL POINTS THIS SECTION

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The location of telephones and emergency telephone numbers are clear *

Specific directions to reach the lesson site, which may include a map or a list of key instructions *

Location of medical profiles for each participant under the instructor’s care

Location of a fully stocked first aid kit * Designated charge person and call person with roles

and responsibilities.


Mark Evidence of Achievement Comments Scoring

App

ropr

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Lesson activities are effectively described (i.e. diagrams, explanations, key points)

0 1 2

Lesson activities are allotted enough time to develop the skills and or tactics identified by the goal.

No evidence present

Som

e evidence, limited

detail and accuracy tom

eet overall criteria. A different instructor w

ould have

difficultyim

plementing

thelesson.

Good evidence, sufficient detail and accuracy to

meet overall criteria. A

different instructor could im

plement the lesson.

Lesson activities contribute to the development of skill(s) and are appropriate to the stage of skill development (Acquisition, Consolidation, Refinement) The lesson plan indicates key factors (teaching points) that will be identified in the practice activity. Activities are purposeful and link to the overall lesson goal. The duration of the lesson and each lesson segment are consistent with NCCP growth and development principles. *Planned activities reflect awareness of, and control for potential risk factors *


* Evidence must be observed to pass evaluation

INSTRUCTOR BEGINNERS CONTEXTNCCP EVALUATION TOOL


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OUTCOME: PROVIDE SUPPORT TO ATHLETES IN TRAINING

In this component of evaluation, candidates will implement a technical golf lesson that he/she has designed to consolidate or refine skills; will make interventions with participants that promote learning; and will, at all times, ensure the safety of the learning environment. The focus of this evaluation is on delivering appropriate learning experiences for beginner golfers.

Pre-evaluation

• The instructor candidate is responsible for contacting the CPGA National Office to initiate the evaluation process, and for keeping copies of all documents submitted.

• The lesson plan and Emergency Action Plan (EAP) for this outcome must have been successfully evaluated a minimum of two weeks prior to the submission of the lesson video clip.

• Candidates must complete the self-assessment portion of the Instructional Behaviours Profile, found on page 15. The candidate will submit this form as part of their portfolio.

• Candidates must submit a video of themselves teaching a technical golf lesson which they have designed. The lesson must match one of the plans that was submitted and evaluated as part of the portfolio (Adult- Full Swing)

• The lesson should be 30 minutes in duration.

The Video Session

• The candidate will implement the lesson, using the lesson plan that has been provided to the evaluator.

• It is important that the video enables the evaluator to both hear and see the instructional lesson. If the video is of poor quality, the Canadian PGA reserves the right to request that the lesson be re-submitted.

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The Evaluation Process

• The CPGA will assign a qualified evaluator to review the lesson video.

• Evaluators will record their comments on the CPGA Evaluation tools.*

• Evaluators will review the candidate’s self assessment (Instructional Behaviours Profile).

• Evaluators will record their observations of the candidate’s performance in relation to the self assessment and the remarks recorded on the Evaluation Tools. Emphasis will be placed on areas where there is a discrepancy between the evaluator’s mark and the candidate’s self-assessment and on how the candidate can improve instructional performance. The evaluator will also highlight the skills performed well by the candidate.

• The candidate will receive the evaluator’s written remarks through the CPGA and, if desired, may request a telephone debrief.

• Every candidate should finish the evaluation feeling that it was a positive learning experience, regardless of the outcome.

The evaluator’s comments will be recorded on the Evaluation tools. A matrix is provided to assist the evaluator in determining if the candidate meets the CPGA Pass Standard. The evaluator’s comments should indicate where weaknesses occur (i.e. not meeting the minimum standard) and provide constructive suggestions for improvement. The evaluator should also provide contact information in case the candidate needs a resource person for assistance.

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CANDIDATE SELF-ASSESSMENT:

INSTRUCTIONAL BEHAVIOURS PROFILE

Before the video evaluation, the candidate will complete this self-assessment form and submit it as part of their Portfolio. After the lesson, the evaluator will compare the candidate’s self-assessment with the actual evaluation and discuss the results with the candidate.

Circle the appropriate number for each statement below.

KEY: 1 This is definitely a weak area for me. 2 I’m somewhat comfortable 3 I do this very well.

Two things I would like to develop in the next year are:

My instructional aspirations for the future are:

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Coaching Task Candidate self-assessment

Candidate’s comments

I ensure a safe lesson area 1 2 3

I run a structured and organized lesson 1 2 3

I make effective learning interventions 1 2 3

I demonstrate appropriate instructional behaviours

1 2 3

I manage the instructional environment (includes awareness, creation of functional learning environment and adapting to "unforeseen" circumstances such as equipment breakage etc.)

1 2 3

I use the Golf Reference Material effectively 1 2 3

I apply proper correction of technical errors 1 2 3

I show enthusiasm for and while instructing 1 2 3

I demonstrate good rapport with participants 1 2 3


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DateInstructor CC number: C C

Surname First Name

OUTCOME: Provide Support to Athletes in TrainingMark Evidence of Achievement Comments Scoring

Safe

ty

Instructor ensures that there are minimal safety risks 0 1 2Instructor can identify adjustments (if needed) to the lesson to ensure safety of the participants *

Not there. N

o evidence is observed.

Evidence is observed; how

ever, there is limited attention or quality in the presentation of the lesson, or it is not entirely

complete.

Evidence is observed consistently throughout the lesson. E

xceptional quality and attention to detail throughout the w

hole lesson.

Instructor reinforces and teaches the correct application of rules that enable a safe lesson.

TOTAL POINTS

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Present a lesson plan for the lesson being implemented using EE DD PRC format *

This form to be completed by Evaluator following the video submission

Welcomes participants prior to lesson

Instructor is appropriately dressed.

Equipment is available and ready to use.

Main lesson segments are evident as per EE DD PRC format

Delivery of lesson matches lesson plan’s goal(s)

Breaks are provided for appropriate recovery and hydration. Lesson demonstrates a clear timeline for activities and drills, and activity time is maximized. Lesson activities are appropriately sequenced (progressed) to enhance learning or have specific training effects *Activities contribute to development of skill(s) and knowledge of the game’s rules and etiquette *Learning time is maximized where participants have appropriate duration, transition, and waiting times

TOTAL POINTS

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Instructor creates opportunities to interact with each participant * Instructor and/or demonstrator is positioned so that participants can see and hear * Explanation/demonstration has 1-3 key learning points Key factors or teaching points are explained and checked for clarification. Key learning points match golf’s reference material

Instructor constructively reinforces participants’ efforts and correct performance Provides feedback and instruction that clearly identifies whatto improve and how to improve Feedback is positive, specific and directed towards both the group and individuals

Instructor models professional behaviour * Uses respectful language towards participants when providing verbal interventions Identifies the difference between learning and performance

TOTAL POINTS * Evidence must be observed to pass evaluation

Instructor Beginners: CPGA Observation Template


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OUTCOME: Provide Support to Athletes in Training

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Rank (NI, MS, ES)

StandardNI = Needs

Improvement

MS = Meets Standard

ES = Exceeds Standard

Ensure that the lesson environment is safe < 3 4 > 5

Implement an appropriately structured and organized lesson

< 11 12–16 > 17

Make interventions that promote learning < 10 11–15 > 16

Evaluator

Signed Date

Evaluator Surname First Name

OUTCOME: Analyze Performance

For evaluation of this outcome, candidates must submit a sample analysis as part of their portfolio. The sample analysis report must be submitted directly to the Canadian PGA at the same time as the lesson plans and EAP, a minimum of two weeks prior to the video evaluation. In addition, the candidate will be observed analyzing and correcting a skill during the video observation of a lesson.

• The candidate is responsible for contacting the CPGA to initiate the evaluation process, and for keeping copies of all documents submitted.• The sample analysis report must be submitted using the skill analysis form on the next page. Analysis submitted using other formats will not be considered for evaluation and must be resubmitted on the correct forms.• Analysis will be evaluated using the “Golf Reference Material.”• The evaluator’s comments will be recorded on the skill analysis form. The evaluator’s comments should indicate where weaknesses occur (i.e. not meeting the minimum standard) and provide constructive suggestions for improving.


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Analyze Performance Outcomes – Skill X

STUDENT NAME

DATE

Indicate three key factors effecting the participant’s performance Indicate corrective actions you would recommend in relation to the three key factors

Technical

A�ective

Cognitive Mental /

Environment

Tactical

Observable Notes Notes Related to Each FactorEquipment

Physical / Motor

SKILL

OUTCOME


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INSTRUCTOR: BEGINNER GOLFERS CONTEXT NCCP EVALUATION TOOL

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Instructor’s Name

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OUTCOME: ANALYZE PERFORMANCE Mark Evidence of Achievement Comments Scoring

Com

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es S

kill

Ana

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The logistical information (name, date, skill) is provided

0 1 2 3

No evidence

Som

e evidence but not complete

Evidence com

plete and notes generally understandable

Evidence com

plete and notes very clear.The expected outcome for the skill

is clearly stated * Understandable observation notes (left column) are recorded for appropriate factors Notes related to selected factors (right column) are appropriate Three (3) key factors effecting performance are identified * The corrective actions recommended are appropriateTOTAL THIS SECTION

Det

ect

The instructor moves around the lesson area to observe skills from the most optimal vantage points

This form to be completed by Evaluator following video

submission

0 1 2 3

The instructor was able to select the most critical factor that had a direct impact on performance *

No E

vidence

Som

e evidence, but analysis and suggested activities for improvem

ent were not

always consistent w

it the Reference M

aterial

Good evidence. A

nalysis was reasonably accurate in relation to the R

eference M

aterial and suggested activities to improve perform

ance were appropriate

Exceptional evidence. A

nalysis was excellent and accurate in relation to the

Reference M

aterial. Suggested activities to im

prove performance w

ere highly appropriate.

The instructor was able to identify all potential causes of the skill error as outlined in the Skill Analysis Model The instructor detected discrepancies between observed performance and the Golf Reference Material

TOTAL THIS SECTION

Cor

rect

The instructor used adequate demonstrations to model correct performance The skill/performance corrections were prescriptive (emphasized how to improve, not just what to improve) *The corrections that were identified were consistent with the “Golf Skill Analysis Model” * Appropriate drills and or activities were prescribed that would help the participant make a correction in performance

TOTAL THIS SECTION

*Evidence must be observed to pass the evaluation


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OUTCOME: MANAGE A SPORT PROGRAM (SELECTED ELEMENTS)

For evaluation of this outcome, candidates must submit three sample Participant Progress Reports, three Participant Feedback Forms and sample Future Links promotional materials as part of their portfolio. • The candidate is responsible for contacting the Canadian PGA to initiate the evaluation process, and for keeping copies of all documents submitted.

• The participant progress reports and feedback must be submitted using the forms on the following pages. Reports submitted using other formats will not be considered for evaluation and must be resubmitted on the correct forms.

• The evaluator’s comments will be recorded on the observation form. The evaluator’s comments should indicate where weaknesses occur (i.e. not meeting the minimum standard) and provide constructive suggestions for improving.

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Participant Progress Report (3 required for “Manage Selected Elements of a Sport Program” outcome)

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Progress Report (attach other pages if needed)Name:

Date: Time Since Last Report:

General Comments: General Ball Flight Last Report Current Report

Contact: Contact: Direction: Direction: Distance: Distance:

Last ReportControl of Emotions

Control of Thought

Equipment Environment Tactical Physical

Current ReportControl of Emotions

Control of Thoughts

Equipment Environment Tactical Physical

TechnicalGrip Posture Ball Position Alignment Balance Other/Dynamic

Priorities Golfer's Keys Next Reports Due:1 1

2 2

3 3


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RESPONSES TO A REVIEW OF THE CN FUTURE LINKS MATERIAL

1. Having reviewed the CN Future Links Learn To Play program, please describe the two features of the program that you like best.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Describe a feature that you think could be improved and needs attention. Provide a suggestion for improvement if you can.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. List your three favorite Future Links resources and how you might implement them in your junior program. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Having reviewed the Girl’s Club program, please describe the two features of the program that you liked best. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(To access the CN Fututre Links material, please log-on through the Member’s section of the Canadian PGA website (www.cpga.com) and go to “Education Centre”)

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Participant Feedback Form

CPGA Instructor: Beginner Golfers – Manage a Sport Program (Selected Elements)

This form should be used to provide feedback to the instructor on their ability to manage a program. The criteria that are sought in this assessment involve the instructor’s ability to identify key performance factors and recommend improvement, provide feedback to participants throughout the program, and demonstrate an understanding of the Future Links program. The form can be submitted as part of the instructor’s portfolio.

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Please check the appropriate box for the person submitting this assessment.

PARTICIPANT EVALUATOR PARENT ADMINISTRATOR

Using the rating scale below, identify your perception of whether the instructor demonstrates the evidence.

1 2 3 4 Not Applicable Strongly Disagree

SDDisagree

DAgree

AStrongly Agree

SACannot observe

NAInstructor -fill in appropriate statements below. Participant - provide a rating by placing an X in the appropriate box to the right.

SD D A SA NA

1 Example “I feel that the lesson(s) are well organized.” 1 2 3 4

2 1 2 3 4

3 1 2 3 4

4 1 2 3 4

5 1 2 3 4

6 1 2 3 4

7 1 2 3 4

8 1 2 3 4

9 1 2 3 4

10 1 2 3 4


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Instructor of Beginners

Manage a Sport Program (Selected Elements)

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Instructor CCnumber: C C

Surname First Name

OUTCOME: MANAGE A SPORT PROGRAM (SELECTED ELEMENTS)Criterion

Mark

Evidence of Achievement Comments Scoring

Rep

ort o

n pa

rtic

ipan

t pr

ogre

ss th

roug

hout

Pr

ogra

m

Utilizes assessment tool with participants

0 1

Informs participants of progress throughout the program

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e. N

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ppea

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n pl

an

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ther

e. S

uffic

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det

ail o

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Identifies appropriate level of progression and steps for improvement

TOTAL POINTS:

Seek

s Fe

edba

ck

from

Stak

ehol

ders

Articulates feedback criteria

Collects feedback forms from stakeholders

TOTAL POINTS:

Supp

ort

the

Futu

re

Link

sPr

ogra

m Completed review of Future Links

material TOTAL POINTS:


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PRE-

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Pre-Observation Checklist

Instructor Candidate Information

Name CC

number: C C

Surname First Name

Address Apt. Street

City Province Postal Code

Phone ( ) ( ) ( ) Home Business Fax

E-mail

Number of years instructingPrimary context of participants

Name of Club / Facility

Facility manager / Head Instructor

DATE OF OBSERVATION

Item Yes Date (dd/mm/yyyy) Completed Lesson plans, unit plan and EAP submitted by instructor

Portfolio marked by evaluator

Portfolio sent back to instructor

Video observation procedure sent to instructor

Necessary lesson parameters have been identified to the instructor Instructor has provided a copy of the lesson plan to be videoed including the goal and objectives of the lesson *Pre-video telephone discussion re process for the observation, including evidence sought *Pre-video telephone discussion with instructor to identify possible issues or concerns * If requested


26

Candidate’s Name:Club:Participant Group:

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CPGA Evaluation Summary Sheet

OUTCOME: Plan a Practice (Lesson for one Adult) Rank Criteria Below Pass Standard CPGA Pass Standard Exceeds Standard

Organizes a series of activities into a Lesson Plan that enhances skill development

2 or less 3 - 5 6

Selects appropriate activities 6 or less 7- 11 12 or more

Recommendation

Certification Re-submit Attend training

Evaluator Signed Date

Evaluator Surname First

OUTCOME: Plan a Practice (Emergency Action Plan) Rank Criteria Below Pass

Standard CPGA Pass Standard Exceeds Standard

Has an Emergency Action Plan 2 or less 3 - 4 5

OUTCOME: Plan a Practice (Lesson for Adult Group) Rank Criteria Below Pass


Organizes a series of activities into a Lesson Plan that enhances skill development

2 or less 3 – 5 6


Recommendation


Evaluator

Signed Date


OUTCOME: Plan a Practice (3 Lesson Unit for a Junior) Rank Criteria Below Pass


Organizes a series of 3 lessons into a Unit that enhances skill development

2 or less 3 -5 6


Recommendation




27

OUTCOME: Provide Support to Athletes in Training Rank Criteria Below Pass

StandardCPGA Pass Standard Exceeds Standard

Ensures that the lesson environment is safe 3 or less 4 5 or more

Plans and implements an appropriately structured and organized lesson

11 or less 12-16 17 or more

Makes interventions that promote learning 11 or less 12-16 17 or more

Recommendation

Certification Re-Submit Attend training



OUTCOME: Analyze Performance Rank Criteria Below Pass


Completes Skills Analysis form 9 or less 10 -12 13 or more

Able to detect errors in performance (BASED ON VIDEO) 5 or less 6-8 9 or more Offers appropriate advice to correct performance errors (BASED ON VIDEO) 5 or less 6-8 9 or more

Recommendation




OUTCOME: Manage a Sport Program (Selected Elements) Rank Criteria Below Pass


Report on participant progress 1 2 3

Seeks feedback from stakeholders 1 2 NA

Promote and support the Future Links program 0 1 NA

Recommendation

Certification Re-Submit Attend training


Evaluator Surname First A

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Criteria Evaluated Rank (NI, ME, EE)

Check E = Successful evaluation N=Not ready

Provide Support to Athletes in Training - Ensures that the lesson environment is safe Provide Support to Athletes in Training –Plans and implements an appropriately structured and organized lessonProvide Support to Athletes in Training - Makes interventions that promote learning Plan a Practice – Organizes a series of activities into an appropriate Lesson Plan for an Adult Plan a Practice – Organizes a series of activities into an appropriate Lesson Plan for a Group Plan a Practice – Organizes a series of 3 lessons into a Unit Plan for a Junior Plan a Practice - Designs an Emergency Action Plan Analyze Performance – Completes Skill Analysis Form Analyze Performance – Detects performance errors Analyze Performance – Offer appropriate guidance to correct performance errors Manage Elements of a Sport Program – Reports on participant progress Manage Elements of a Sport Program – Seeks feedback from stakeholders Manage Elements of a Sport Program – Promotes and supports the Future Links program

Act

ion

Plan

ning

(Nex

t Ste

ps)

NEEDS IMPROVEMENTIdentify what the instructor candidate needs to do to complete a successful evaluation in a particular outcome. This may involve a re-submission or a re-observation.

MEETS EXPECTATIONSIdentify to the instructor candidate what needs to happen to maintain certification. This may include identifying appropriate professional development opportunities, mentorship, etc.

EXCEEDS EXPECTATIONSIn outcomes where the instructor candidate has performed exceptionally well, identify opportunities to move to a more expert level. This may involve further evaluation or training. Identify further opportunities to continue to excel in instructing or coaching.

Evaluator

Signed Date Coach

Signed Date


Phone ( ) ( ) ( ) Home Business Fax

E-mail

Action Plan Template


29

3 – Structure of Evaluation in the NCCP

The structure for evaluation put forward in this document is based on a systematic approach for gathering evidence on coaching abilities. These abilities are tracked by the NCCP Database and substantiate coaching competency. The following structure based on outcomes, criteria, and evidence is proposed to establish a clear link between the key components of the evaluation system.

OUTCOMES: What a coach should be able to do in specific areas deemed important for the NCCP.The outcomes provide the framework for the NCCP and identify a generic foundation that presents a consistent structure across all sports. The NCCP has endorsed seven (7) outcomes that validate coaching in the Canadian sport system. National Sport Organizations can add further outcomes that may help to identify functions and tasks that may not be reflected within the NCCP outcomes. The outcomes identify the scope of the evaluation and provide a link between evaluation and training.

CRITERIA: What will be evaluated within a given outcome.

One or more criteria may be attached to a given outcome. The number of criteria also contributes to setting the scope of the evaluation. Criteria can be (1) adapted by the sport to reflect a particular context or (2) created to define critical coaching abilities that certain sports want to emphasize. In the NCCP Database, criteria are used to track the progress of a coach toward certification and are recorded as either trained (T) or evaluated (E).

EVIDENCE: What the Evaluator must see to confirm the attainment of a given criterion.

Evidence can be (1) discrete, observable coaching behaviours or (2) specific elements that are involved in determining the achievement for particular criteria. Depending on the criterion, one or more pieces of evidence may be used. A greater number of pieces of evidence will require a more demanding or rigorous evaluation. The evidence identifies the depth of the evaluation and provides specific points of reference to assist coaches in preparing for certification.

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Appendix 1

Outcome: Make Ethical DecisionsCriteria: Correctly applies the NCCP make ethical decisions process.

Achievement Evidence

5(Highly Effective)

AS IN #4: HOWEVER:• Instructor correctly assigns all of the potential arguments (=12) to two conflicting decisions for all

three legal / ethical scenario. • Instructor correctly selects all of the most effective actions (=10) in implementing the chosen

decision while avoiding all actions (=5) that are not effective in all three legal / ethical scenario.

4(Advanced)

AS IN #3: HOWEVER:• Instructor correctly assigns most of the potential arguments (>8/12) to two conflicting decisions

for all three legal / ethical scenario. • Instructor correctly selects almost all of the most effective actions (>8/10) in implementing the

chosen decision while avoiding most of the actions (>4) that are not effective in 1 intermediate and 1 complex legal / ethical scenario.

3(NCCP Standard)

AS IN #2: HOWEVER:• Instructor correctly identifies all of the facts (=15) of all three legal / ethical scenarios. • Instructor correctly identifies what is at stake (i.e. legal vs. ethical, and potential reasons for

ethical issues) for three ethical / legal scenarios • Instructor correctly assigns some the potential arguments (>6/12) to two conflicting decisions for

1 intermediate and 1 complex legal / ethical scenario. • Instructor correctly selects a portion of the most effective actions (>5/10) in implementing the

chosen decision while avoiding a portion of actions (<5) that are not effective in 1 intermediate and 1 complex legal / ethical scenario.

2(Foundation)

• Instructor correctly orders the six steps of the MED framework • Instructor matches 7 critical MED terms with the appropriate definition. • Instructor identifies all key values at play in a simple ethical scenario. • Instructor correctly identifies most of the facts (> 10/15) of all three legal / ethical scenarios. • Instructor correctly identifies what is at stake (i.e. legal vs. ethical and potential reasons for

ethical issues) for three ethical / legal scenarios. • Instructor chooses from three potential decisions (options) and prioritizes each decision based

on an assessment of the potential consequences. • Instructor assesses three potential decisions against 6-8 criteria to determine the efficacy of

each decision, and chooses to re-prioritize his or her decisions • Instructor correctly assigns a few of the potential arguments (>3/12) to two conflicting decisions

for 1 intermediate and 1 complex legal / ethical scenario. • Instructor selects the best decision option based on the arguments that are consistent with his or

her values. • Instructor correctly selects a portion of the most effective actions (>5/10) in implementing the

chosen decision while avoiding a portion of actions (<5) that are not effective in 1 intermediate and 1 complex legal / ethical scenario.

1(Not Sufficient)

• Instructor identifies the six steps of the MED framework. • Instructor matches most (i.e. 4/7) critical MED terms with the definitions. • Instructor identifies some of the key values at play in a simple ethical scenario.


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Outcome: Plan a Practice (UnitPlan)Criteria Organize a series of lesson activities into a unit plan that enhances the

learning of one or more skills Achievement Evidence Sport Specific Examples

5(Highly Effective)

AS IN #4PLUS:• A clear rational is identified for each goal and

objective.• Lesson plans within the unit provide evidence of

adequate use of the available time and equipment to promote a high degree of active engagement time, learning, and training on the part of participants.

• Instructor utilizes a variety of teaching methodologies in a single lesson

• The unit plan includes detailed logistical information that would allow an assistant or other instructor to implement the lessons and achieve desired learning and or training effect.

• The instructor clearly demonstrates an understanding of the concept of guided discovery learning which creates an autonomous learning environment.

• The instructor demonstrates the ability to formulate questions that lead the participant with a minimum of intervention.

4(Advanced)

AS IN #3 PLUS:• Unit plan includes a list of key factors or learning

points that relate to the overall goal. • Selected activities are appropriate to the time and

location in the unit plan or session program • Instructor can adapt lesson plans for participants with

a disability • Instructor is able to utilize a variety of teaching

methodologies to enhance learning • Instructor uses questions that create an appropriate

student-centered learning environment • Unit plan includes the use of goal setting and

indicates specific criteria for assessing participant achievement

• Selected activities can be adapted to create specific and appropriate challenges to enhance learning

• An appropriate rationale is provided to participants for choice of lesson goals

The plan includes detailed logistical information that would allow an assistant or other instructor to implement the lesson and achieve desired learning and or training effect.

The plan allows for more than one way of achieving the student’s goal

The plan clearly shows evidence of instructor’s ability to create a student-centered learning environment

3(NCCP Standard)

As in #2 plus:

• Instructor is able to plan units for individuals, groups and junior programs

• The unit has a clearly identified goal, consistent with golf’s LTAD model and the actual level of the participants.

• Duration of overall unit and each lesson segment is clearly identified, and consistent with athlete abilities and NCCP growth and development principles.

• Selected activities contribute to the development of skill (s) and are appropriate to the stage of skill development (Acquisition, Consolidation, Refinement)

• Selected activities reflect awareness of and control for potential risk factors. (such as equipment, lesson area)

• Planned activities are effectively described through illustration, diagram, explanation

• Unit plan indicate key performance indicators (learning points) that will be identified in the lesson activities.

• Selected activities contribute to the development of athletic abilities, are appropriate for golf, and are consistent with NCCP growth and development principles.

• Selected activities are sequenced and timed properly within lessons (as per EEL DR C) to promote learning, skill development and induce desired training effects.

• There is enough logistical information in the unit plan that an assistant instructor or another instructor could implement the lessons.

• The instructor shows evidence of: a) written unit/lesson plans b) use of the EEL DR C format


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2(Foundation)

• The unit plan attempts to identify a time line for each lesson segment or activity.

• Unit plan identifies basic information including, date, time, location, number of participants, level of participants.

• Unit plan indicates basic logistical needs (i.e. facilities and equipment) to match the learning goals.

• Unit plan attempts to cover too much material

While there is evidence of logistical information, it may not be sufficient for an assistant or other instructor to implement the unit.

1(Not Sufficient)

• Unit plan goals and objectives are vague and not clearly identified.

• Unit plan has a basic structure, but does not clearly identify main segments or time line of lessons

• Instructor has no unit plan

It would be very difficult for an assistant or other instructor to implement the unit

Outcome: Plan a Practice (UnitPlan)Criteria Design an Emergency Action Plan

Achievement Evidence Sport Specific Examples

3(Advanced)

AS IN #2 PLUS:• Medical profiles are available and have been updated

to reflect participant’s most current medical conditions.

• Profiles are well organized and are kept in a secure location to protect privacy.

• Candidate presents a checklist of essential equipment for a first aid kit.

• There is evidence the FA kit is checked/updated on a regular basis

• Specific steps or procedures are identified in the plan if an injury occurs.

• The evidence provided here is not intended to disclose private participant information, but to identify a process for updating and maintaining medical profiles.

• Candidate has a secured filing system developed for the storage of all profiles

• Medical professionals have been consulted with respect to the types of materials contained in the first aid kits

• The candidate has identified all the locations on the facility where activities could occur and potential accidents could happen. Directions to all locations are available for emergency vehicles

2(NCCP Standard)

AS IN #1 PLUS:A one or two page emergency action plan includes:

• Location and access to medical profiles for each participant under the instructor’s care

• Access to a fully stocked first aid kit

• Designated charge person and call person with roles and responsibilities.

• Not only is the candidate aware of the location of the first aid kit there are contingency plans in place that provide the candidate with access to the first aid kit at any time he/she is running a program.

• First aid kit is stocked with adequate and up-to-date materials

• Within the action plan presented, specific details are contained that will provide for easy access for medical care vehicles or personnel. (e.g. running a clinic for junior golfers at the range facilities and there are clear, concise directions provided for emergency vehicles)

1(Not Sufficient)

A one or two page emergency action plan includes: • the location of telephones and emergency telephone

numbers• specific directions to reach the activity site (lesson

area), which may include a map or a list of key instructions

OR• The emergency action plan is not in writing, but may

include very basic elements like location of a telephone or cellular phone.

• When asked to provide evidence of the EAP for the facility, the candidate is unable to present a formal written copy

• Has the first aid kit locked but does not have access to the key

• When asked to display the first aid kit, the content within the kit is either insufficient or out of date


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Outcome: Provide Support to Athletes in TrainingCriteria Ensure that the lesson environment is safe


4(Highly Effective)

As in #3 PLUS:

• Instructor is able to critically reflect on safety concerns prior to lesson.

• Instructor forecasts dangerous factors and makes immediate adjustments so participants are not at risk in all activities.

• Instructor can identify potentialy dangerous situations and makes adjustments prior to engaging the participants in most activities.

• Instructor recognizes dangerous equipment and has alternative equipment on site

• Balls set up prior to lesson based on numbers and hand of participants

• Instructor provides participants with name tags to ensure safe communication

3(NCCP Standard)

• Surveys the lesson or practice site using a checklist • Takes steps to minimize risk to participants before

and throughout the lesson • Instructor can identify adjustments to the lesson only

after a dangerous situation has become evident. • Instructor ensures a safe instructor to participant

ratio (not exceeding 1:8) • Instructor is able to present an emergency action

plan with all of the following critical elements.1. Location of telephones are identified (cell or land lines) 2. Emergency telephone numbers are listed 3. Location of medical profiles for each participant under the

instructor’s care is identified 4. Access to a Fully-stocked first-aid kit identified5. Advance “call person” and “control person” are designated6. Directions to reach the location and alternative routes for each

area of the facility are provided

• Instructor creates proper spacing of hitting stations with rope, mats, paint, etc

• Instructs participants to adhere to key start and stop hitting terms

• Well organized equipment area • Checks clubheads & grips for integrity and

removes them from being used • Instructor creates a clearly defined safety line

that participants CANNOT cross (retrieve balls, divots, tees)

• Instructor conducts walk through of lesson site with checklist prior to lesson

• When instructor brings juniors into a group for discussion, the participants will be instructed and shown a safe position to hold golf clubs (e.g., clubhead held in hands)

2(Foundation)

• Instructor recognizes the potential risks but does nothing to adjust the lesson to enable safety. .

• Instructor is able to present an emergency action plan with some (<4) of the following critical elements1. Location of telephones are identified (cell or land lines) 2. Emergency telephone numbers are listed 3. Location of medical profiles for each participant under the

instructor’s care is identified 4. Access to a fully-stocked first-aid kit identified5. Advance “call person” and “control person” are designated6. Directions to reach the location and alternative routes for each

area of the facility are provided

• Instructor recognizes loose clubheads, shafts, grips but does not ensure that the club is taken out of play

• Instructor warns participants that retrieving balls, tees, divots in front of hitting area may be dangerous

• Instructor warns participants of crowded and dangerous hitting stations both in and around hitting area

1(Not Sufficient)

• Instructor does not survey lesson environment prior to lesson.

• Clearly there are dangerous factors in the lesson environment, which should have been addressed.

• Instructor does not present an Emergency Action Plan.

• Unorganized hitting stations (direction, spacing) • Equipment (loose clubheads) • Organization of golf bags • Participants retrieving balls, tees, divots in front

of hitting area


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Outcome: Provide Support to Athletes in TrainingCriteria Implement an appropriately structured and organized lesson


5(Highly Effective)

AS IN # 4. PLUS:• Lesson activities are modified to deal with context

specific circumstances or logistics. (E.g. Weather, timing, resources etc.)

• Implement a variety of options for adapting the lesson to ensure adequate learning

• Instructor demonstrates optimal decision making for the situation when faced with challenges (running out of range balls, lack of hitting stations, inclement weather, late arrivals, etc)

• Instructor demonstrates a variety of options to adapt to changing timelines, skill progression, interest level of participant, etc.

4(Advanced)

AS IN #3 PLUS:• Learning time is maximized where participants have

appropriate duration, transition, and waiting times • Lesson activities are adequately sequenced

(progressed) to enhance learning or specific training effects

• Adapts lesson activities to provide appropriate challenges

• Makes adjustments to the lesson based on analysis of participant performance

• Instructor can adapt activities for participants with disabilities

• Instructor adjusts lesson to adhere to participant performance and skills (ahead or behind scheduled learning)

• Adequate sequencing refers to the timing of lesson activities within the lesson. For example, the sequence of the activity provides a progression that builds towards execution under realistic / competitive situations.

3(NCCP Standard)

AS IN # 2PLUS:• Present a plan for the lesson that is being

implemented using the EEL DR C format • Equipment (left and right handed clubs) is available

and ready to use • Appropriate use of space and equipment is

demonstrated• Breaks are provided to enhance learning and

recovery (e.g., hydration, rest) • Activities contribute to development of skill(s) • Activities contribute to knowledge of the game’s rules

and etiquette • Instructor ensures a safe instructor to participant ratio

(not exceeding 1:8)

• Participants are engaged in activity at least 50% of the lesson time

• Participants move effectively from one activity (putting green, chipping area, driving range, etc) to another.

• Instructor submits lesson plan with EEL DR C format and timelines clearly noted

• Instructor has men’s, ladies’ and juniors’ equipment on site in both right and left hands

• Instructor makes appropriate use of practice facility (uses chipping green rather than chipping from the driving range)

• Instructor ensures that breaks are taken at appropriate times

• Instructor uses modified games, quizzes, scenarios that introduces rules and etiquette

2(Foundation)

• Lesson plan is available but lacks structure and defined goals

• Welcomes participants prior to lesson • Instructor is appropriately dressed for active golf

Instruction

• Lesson plan is available but lacks EEL DR C structure and timelines

• Instructor is wearing appropriate footwear and clothing according to weather and facility

• Welcomes participants by speaking with EACH participant upon arrival

1(Not Sufficient)

• Instructor does not provide breaks for participants • Instructor does not provide a lesson plan • Instructor does not use the space and equipment

available appropriately

• Instructor does not recognize timelines and the need for breaks during lesson

• Instructor conducts all aspects of lesson on same site (does not make use of facility)

• Lesson plan is not available


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Outcome: Provide Support to Athletes in Training Criteria Make interventions that promote learning


5(Highly

Effective)

AS IN #4 PLUS: Analyzes when to inhibit feedback to promote critical

thinking. Quality questions are used that promote critical thinking.

Intervention strategies may include: delayed or summative feedback,

“Tell me all of the possible options to play this next shot”

“You are finishing on your rear leg, what are the reasons for this or are you trying to accomplish something specific from this?”

Instructor uses video to emphasize and show participant techniques

4(Advanced)

As in #3 PLUS:

Identifies appropriate expectations for participant behaviour and reinforces these expectations when appropriate

Identifies interventions that are evaluative, prescriptive and descriptive.

Identifies corrections that focus participant(s)’ attention towards external cues, or on the anticipated effects of the movement rather than focusing on more internal aspects of the movement.

Integrates and uses basic fundamentals of block and random training techniques

Instructor uses guided discovery as a method of teaching

Instructor encourages block practicing during initiation/acquisition of skill (same club, same target for consecutive shots)

Instructor encourages random practicing during consolidation of skill (different club, different target for each shot)

Instructor identifies the importance of target orientation (external focus)

Instructor identifies the importance of technique practice (internal focus)

3(NCCP

Standard)

As in # 2 PLUS: Provides feedback and instruction that clearly identifies

what to improve and how to improve Instructor and/or demonstrator is positioned so that

participants can see and hear Explanation/demonstration has 1-3 key learning points Key factors or teaching points are explained and

checked for clarification. Key learning points match golf’s biomechanic model Instructor constructively reinforces participants’ efforts

and correct performance Explanations are clear and concise and provide

opportunities for participants to ask questions Frequent use of questions is used to facilitate

awareness. Instructor understands the basic uses and limitations of

learning aids

Observed:

Includes participant in a learning style preference inventory (Different Strokes)

Instruction matches preferred learning style that is outlined through the use of Different Strokes

In group lessons, the instructor brings the group together in a horseshoe formation for demonstrations and verbal instructions

In a private lesson the instructor uses communication skills that has eye contact, uses the learners name and appropriate touch (hand shake/pat on back)

The key teaching points are introduced and limited to 3

Questions are handled at a time that meets the needs of both the instructor and the participants

Communication is positive and respectful Time spent is equal with each participant in a group

lesson. The corrections given to the participant match the

biomechanic model. Instructor uses self or others to model the desired

performance outcome.

2(Foundation)

Instructor creates opportunities to interact with each participant

Feedback is positive, specific and directed towards both the group and individuals

Promotes a positive image of golf and models the image to participants, other coaches, volunteers, parents and sponsors

Uses respectful language towards participants when providing verbal interventions

Maintains a positive outlook and acknowledges participants needs and thoughts

Uses self or others to model desired performance

Observed:

Communication is spread adequately among the participants, is positive and respectful, but lacks specific corrections.

Instructor uses self or others to model Key teaching points are not always be consistent

with the biomechanic model

1(Not Sufficient)

Does not interact with each participant Instructor offers too many key teaching points Feedback is not always positive Some of the teaching points do not match the

biomechanic model

Observed: Interventions do not identify key learning points Unclear explanation and demonstration of skills

(positioning in relation to athlete)


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Outcome: Analyze PerformanceCriteria Detect and correct performance


5(Highly Effective)

AS IN #4 PLUS:• Instructor provides specific evidence (i.e. notational

analysis, video analysis, biomechanical analysis, etc.) to reinforce analysis of performance.

• Instructor corrections focus participants’ attention towards external cues, or on the anticipated effects of the movement rather than the way the movement is performed (Internal focus). i.e. External focus:“Concentration on keeping a specific object or implement in a certain position during the movement” versus Internal focus: “Concentrating on keeping a specific part of the body in a certain position during the movement”

• Instructor facilitates the participant(s) learning to detect key performance factors and to understand how and why these errors effect overall performance.

• Facilitates participants to increase awareness of corrections by asking appropriate questions

• Instructor detects errors by considering all potential causes

• Instructor innovates corrective measure suited to the participants needs

Additional evidence may be obtained during debriefing session to determine if the instructor can critically reflect on causes of skill errors

4(Advanced)

AS IN #3 PLUS• Instructor uses a variety of observational strategies

(i.e. positioning, video, other instructors, etc...) to identify the most critical aspects of performance.

• Instructor identifies why the error effects performance and identifies how to correct performance.

• Instructor facilitates participants to understand how errors affect overall performance by asking appropriate questions

• Identifies corrections that focus participant(s)’ attention towards external cues, or on the anticipated effects of the movement rather than focusing on more internal aspects of the movement. Internal focus: “Concentrating on keeping a specific part of the body in a certain position during the movement” vs. External focus: “Concentration on keeping a specific object or implement in a certain position during the movement”

• Skill/performance corrections are prescriptive (emphasize how to improve, not just what to improve)

• Errors identified are consistent with LTAD guidelines for the appropriate stage of athlete development

• Instructor detects errors by considering all high priority and medium priority items

Additional evidence may be obtained during debriefing session to determine if the instructor can critically reflect on causes of skill errors


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3(NCCP Standard)

• Instructor detects discrepancies between observed performance and referent model

• Instructor uses adequate demonstrations to model correct performance and asks for consent if physical contact is involved.

• Instructor provides prescriptive feedback that identifies how to improve as well as what to improve.

• Instructor prescribes an appropriate drill and or activity that assists participant to make correction

• Observes skills from face on, down the line and behind the golfer

• Identifies or selects common errors that have a direct impact on performance

• Uses golf approved referent model to scan basic movement phases

• Explains how and why the critical error contributes to poor performance.

• Identifies if level of difficulty in the task is relevant to participants’ capabilities

• Instructor detects errors and considers all high priority items and some medium priority items

2(Foundation)

• Instructor observes the skill from a single vantage point.

• Instructor is able to identify common errors, but cannot prescribe appropriate corrections

• Instructor corrects participant(s) by indicating what they did rather than identifying common corrective strategies

• Instructor detects errors but only considers one potential cause

• Instructor selects corrective measures that may not be effective

1(Not Sufficient)

• Instructor scans lesson environment infrequently and pays little attention to skill execution.

• Instructor identifies effort and motivational factors that contribute to lack of performance rather than common errors or corrections.

• Instructor does not show evidence of detecting errors • Instructor uses no measures to correct errors


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Manage a Sport Program (Selected Elements)Criteria Reports on participant progress throughout the program


5(Highly Effective)

AS IN #4 PLUS:• Instructor presents evidence of debriefing session or

interview with participants and or parents to discuss progress in relation to individual and program goals.

• Meeting(s) have been organized between the candidate(s) and or parents participating in the program to discuss the participant’s progression as it relates to the goals established at the start of the program.

• The tracking template provides opportunity for the candidate to establish direction for next steps

4(Advanced)

AS IN # 3 PLUS:• Instructor tracks and assesses specific participant

goals (attendance, practice routines, level of enjoyment/satisfaction, etc.)

• Evidence for the assessment includes objective indicators of performance and skill development in relation to participant goals.

• Uses effective communication strategies and or skills to promote program messages

• Objective indicators tracked at this level may include, attendance, skill levels relevant to this level, lesson diary, etc.

3(NCCP Standard)

• Instructor presents basic individual participant assessment tool that identifies key performance factors and recommends areas for improvement.

• Instructor informs participant of progress throughout the program.

• Identification of appropriate level of progression and steps for involvement

• Instructor ensures the privacy of participant information and takes steps to maximize confidentiality.

• A tracking template, which follows the principles of golf’s LTAD model, has been created that can be personalized for each client and can be used to assess performance development through the course of a program – a copy is given to the participant and a copy is kept for the candidate

• Key timing indicators have been identified wherein the candidate has met with and or updated the participant on their progress relative to goals set at the start of the program

2(Foundation)

• Instructor presents documentation that provides general assessment of participant performance and level of progression.

• Participant assessment tends to be anecdotal and / or subjective and does not clearly identify key areas of skill development, key performance factors or areas for improvement.

• The candidate has created documentation to record and assess a participants performance although it does not follow the basic principles identified within golf’s LTAD model

1(Not Sufficient)

• Assessment of performance is vague and unclear. There is limited documentation that provides participant progress within the program.

• Candidate seems to have a grasp of basic assessment principles however there is no report form provided to the participant and therefore no sense that progression steps are considered in a systematic manner


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Manage a Sport Program (Selected Elements)Criteria Supports the Future Links program


5(Highly Effective)

Section #4 PLUS:

• Currently operating over 50% of programs available through Future Links at his/her club

• Speaks with a very high level of knowledge about the programs and the governance structure of the FL program

• Has established a strong relationship with FutureLinks Leader(s) in the community – and has been involved in activities with children

• Utilizes FL promotional materials provided and has them displayed them in prominent positions throughout the facility and in the community

• Is able to speak on the FL program to its full capacity without referring to FL manual and or reference materials to a group of parents/children/ or his/her peer group

• Has all of the contact information for the FL Leader(s) in his/her community

• Has met with the FL Leader(s) on several occasions

• Has displayed promotional materials throughout the facility – posters, brochures, FL signage, window stickers.

• Creating partnerships with retailers and/or community centers to assist with promoting the FL program

4(Advanced)

Section #3 PLUS:

• Has initiated FL programming within his/her facility • Has FL promotional materials displayed throughout

his/her facility • Is comfortable presenting and speaking about the FL

program

• Is operating one or more FL programs within their facility based on their initiative

3(NCCP Standard)

• Understands the framework and the menu of programs in Future Links

• Instructor is well-versed on the content of the Future Links Leader workshop

• Promotes the Future Links program by using official promotional materials in their community

• Creates a communication link with a Future LinksLeader(s) in their community

• Instructor tracks participation rates in FL programs

• Candidate displays a good understanding of the opportunities that exist through optimizing his/her relationship with the Future Links Leader(s)

2(Foundation)

• Has a basic understanding of less than 50% of the programs offered within Future Links

• Has identified an interest in working or establishing a relationship with a Future Links leader but has yet to initiate contact

• Understands the governance structure of Future Links

• Outdated promotional material being distributed

• Can speak about 3 or less of the FL programs with any type of comfort – i.e.

1. FL Girls Club 2. FL Skills Competition 3. FL Mobile Clinics 4. FL Club Depot 5. FL Golf Buddy 6. Future Links competitions 7. FL Clinics

1(Not Sufficient)

• Not aware of partnership between CPGA, RCGA and NCCP with respect to the program

• Does not have a grasp of the programs that are available through Future Links

• Has not taken the initiative to communicate with Future Links leader(s) in respective community

• When asked about the governance structure of the program he/she cannot explain how the programs operates

• When asked about the programs that run within the Future Links umbrella, he/she cannot give examples of the programs.

Documents

PGA of Canada