[Year] NCCP Competency Matrix · Video submission of coach during a practice session - Practice session should be minimum 1 hour, based mainly on athlete skill development for delivery

[Year]

© Canadian Curling Association and

Coaching Association of Canada.

Rev. Date: 23.06.09

NCCP Competency Matrix Context: Competition Coach

Standard of Evidence for Coach Evaluation

Understanding the NCCP

Introduction

The job of coaching is multi-faceted and can vary depending on the sport, the type of athlete coached, and the environment in which the coaching takes place. A competent coach must acquire and demonstrate a variety of knowledge, skills, and attitudes that contribute to his or her effectiveness in a particular coaching context. Given the above, a competency-based National Coaching Certification Program (NCCP), requires that:

(1) the degree to which a coach should be competent in a given context be determined as clearly as possible and

(2) appropriate procedures and methods be designed and implemented to validate

that a coach has achieved the standards set for certification. In a competency-based approach, it is important to identify the usefulness of both assessment vs. evaluation. The difference between the two provides a philosophical underpinning for the certification of coaches (see Page 2 - Coach Assessment and Evaluation: What’s the difference?). Although the merits of assessment in promoting learning are well established, the basis for certification requires that coaches be evaluated in the specific areas that are deemed important to the NCCP and to the sport.

It is also important to frame the concept of evaluation within the structure of the NCCP and the achievement of certification. The NCCP Coach Pathway proposes that coaches could move through three phases:

(1) coach training, (2) coach certification, and (3) coach development.

Since one of the philosophical foundations of a competency-based NCCP is that a coach, given prior learning and experience, may move directly to the certification phase in the pathway, it is critical to clearly articulate the requirements, standards, methods, and procedures that apply to the evaluation.


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Assessment vs. Evaluation What’s the difference?

Assessment Evaluation

What is it? • Assessment is a step in the learning process

whereby the learner is informed of his or her performance or progress towards the achievement of a given outcome.

• Assessment is a formative process.

• Assessment provides information and feedback on coaching performance at a given time. It is cross-sectional and context-specific.

• Assessment may be objective or subjective.

What is it? • Evaluation is the process whereby a judgment is

made on the ability of the coach to demonstrate one or more outcomes to an established standard.

• Evaluation is a summary process.

• Evaluation is cumulative and may require several assessment methods.

• Evaluation is objective and provides a benchmark.

An Assessor: • Provides feedback and information to coaches

based on outcomes and criteria.

• Uses valid and objective assessment tools to gather information on coaching performance for a given outcome.

• Makes recommendations to improve coach performance.

An Evaluator: • Passes a judgment on coaching competency in

a specific context based on outcomes and criteria that have a defined standard.

• Uses valid and objective evaluation tools that define performance for a given outcome and criterion.

• If external, has been identified by the NSF to conduct an evaluation of a coach and has not been involved in the training of the coach.

• Grants certification.

Qualities of an Assessor:

• May have context-specific knowledge and experience.

• Has some knowledge of the outcome being assessed.

• May be an athlete, parent, administrator, or another coach.

• May also function as a mentor coach.

• Is identified by the P/TSO, according to NCCP and NSF standards.

Qualities of an Evaluator:

• Is considered an “expert” in the context and in the sport.

• Is well versed in the NCCP evaluation standards and process.

• Is a leader in the sport’s coaching community.

• Is free of bias and subjectivity.

• Is selected and trained by the NSF, according to NCCP and NSF standards.

NCCP Competency Matrix

Assumptions for Certification and Evaluation in the NCCP

• For the purposes of certification within the NCCP, coach evaluation is based on the following assumptions: Certification should identify and confirm that the coach is capable of doing certain things deemed important in his or her context.

• Certification should promote favourable coaching behaviours that have a positive impact on athlete development.

• Certification is not about recognizing “the perfect coach”, but rather about acknowledging that a coach has demonstrated evidence of competence in the minimum standards identified within the NCCP.

• A common evaluation framework is desirable across sports for a given coaching context, but, at the same time, flexibility must exist to reflect diversity among sports.

• It is possible to recognize and respect individual coaching styles while validating the presence of critical evidence.

• Adequate training or relevant experiences should occur before evaluation.

• NCCP training activities should prepare coaches adequately to meet the standards in place for certification.

• Evidence demonstrated during the evaluation may not reflect all of the elements or objectives identified during training activities.


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Principles of Evaluation in the NCCP

Coach evaluation within the NCCP is based on the following principles:

• A competency-based NCCP is a system for evaluating the knowledge, skills, and attitudes deemed important for a given coaching context. The evaluation must reflect the framework of ethical coaching practice promoted by the Canadian sport system.

• NCCP certification is outcomes-based and requires evidenced-based evaluation that assumes that (1) the coach can demonstrate certain criteria and that (2) sufficient evidence has been gathered to pass judgment on the attainment of a given criterion.

• The evaluation process must assist the coach in achieving certification by identifying the specific evidence and descriptors that are used to judge the successful attainment of a given criterion.

• For certification purposes, only NCCP trained and accredited Evaluators can determine a coach’s attainment of a given criterion.

• Competition – Introduction coaches must complete a formal observation that (1) is done by an external Evaluator and (2) features coaching of athletes or participants in that specific coaching context.

• Evaluation requirements, procedures, and methods must be (1) administratively feasible, (2) professionally acceptable, (3) publicly credible, (4) legally defensible, (5) economically affordable, and (6) reasonably accessible.


Structure of Evaluation in the NCCP

The structure for evaluation 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

outcomes provide a link between evaluation and training.

CRITERIA: What will be evaluated within a given outcome.

Criteria are attached to each outcome. Criteria define critical coaching

abilities that Curling wants to emphasize for the Competition Introduction

context. In the NCCP Database, these 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) discreet, observable coaching behaviours or (2) specific

elements that are involved in determining the achievement for particular

criteria.


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The Canadian Curling Association has determined the following for the Competition – Introduction Coach:

NCCP Outcomes

Criteria Required to be part of

training (T) or evaluation (E) program

Make Ethical

Decisions Apply an ethical decision making process. T E

Provide

Support to

Athletes in

Training

Ensure that the practice environment is safe T E Implement an appropriately structured and organized practice

T E

Make coaching interventions that promote learning

T E

Model professional behaviour T E

Plan a Practice Plan a practice with appropriate structure and logistics

T E

Design an emergency action plan for a curling rink T E Analyze

Performance Detect performance skill errors T E Prescribe corrections T E


Evaluation Methodology

* Coach will be observed one time during their practice session for both these

outcomes.

Outcome When Evaluated Method Notes

1. Make ethical decisions

After completion of Ethical Training Module through MSM or after completion of the Curling Intro-Competition Training

NCCP-developed online evaluation or

This evaluation is available at www.coach.ca

2. Provide Support to Athletes in Training*

After completion of the Curling Intro-Competition Training and At a time mutually determined by coach and evaluator or At a time determined by PSO when evaluations take place

Formal observation of implemented practice session (onsite/camp) or Video submission of coach during a practice session

- Practice session should be minimum 1 hour, based mainly on athlete skill development for delivery AND brushing - Practice must include on-ice time. - Video submissions must follow the video protocol provided by the CCA

3. Plan a Practice

After completion of the Curling Intro- Competition Training.

Written practice plan submitted - E-mailed or mailed at least two weeks prior to formal observation

Coach is encouraged to use practice plan template provided by CCA

4. Analyze performance*

After completion of the Curling Intro-Competition Training and At a time mutually determined by coach and evaluator or At a time determined by PSO when evaluations take place

Formal observation of implemented practice session (onsite/camp) or Video submission of coach during a practice session

Practice session should be minimum 1 hour, based mainly on athlete skill development for delivery AND brushing - Practice must include on-ice time. - Video submissions must follow the video protocol provided by the CCA


Standard of Evidence for Coach Evaluation

Outcome: Provide Support to Athlete in Training

1. Ensure that the practice environment is safe.

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0 – Does not yet meet expectations

1- Meets Expectations 2 – Exceeds Expectations

a.

• Coach does not know where phones are and does not carry a cell phone

• Locations of telephones are identified (cell or land lines).

• Phones are accessible Example: - Not locked in an office.

• Instructions on how to use the phones Example: - Dial “9” to get out”

• Coach has a facility map identifying location of phones.

b. • Emergency numbers are not available. • Emergency telephone numbers are listed. • EAP is easily accessed so that another coach could

easily implement EAP.

c.

• Coach does not collect medical profiles.

• Medical profiles are not available.

• Location of medical profile for each athlete under the coach’s care is identified.

• Athlete information is kept accessible but confidential Example

- In a sealed envelope or a binder that is

not accessible to the general public.

• Coach’s own medical profile form is with the athlete’s.

• Other support member of team (parent, spouse) knows where forms are located.

• Medical forms are routinely updated.

d.

• Coach does not have a first aid kit.

• First aid kit is not fully stocked and products inside have expired.

• First aid kit not replenished after injury.

• Location of fully stocked first-aid kit s identified on the EAP.

• Coach carries their own first-aid equipment.

• Facility map indicates location of the first-aid kits.

• First-aid kit is checked with a checklist monthly and attached to their EAP.

• Coach has current First Aid and CPR training.

e. • Coach does not designate a “call person”

or a “charge person.” • Advance “call person” and “charge person”

are designated. • Another coach could implement EAP and easily identify

“call person” and “charge person.”

f. • Address of activity site is not written as

part of the EAP. • Address of activity site and local hospital

are written in the EAP • Map and written directions to reach the activity site and

local hospital are included in EAP.


Outcome: Plan a Practice

2. Identify appropriate logistics for practice

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1- Meets Expectations

2 – Exceeds Expectations

g.

• Activities are too advanced or too simple for identified ability of athlete.

• Athletes’ ages, abilities, and performance levels are identified.

• Coaches submit a worksheet of the practice plan identifying athlete’s ages, abilities and performance levels. Example: - Practices differ based upon skill level –Beginner or intermediate. - Practices are suitable for age of athlete (Little Rocks/Youth Curlers, Junior, Adult, senior, AWAD)

• Coach demonstrates the ability to adjust practice plans to match age and ability of individual athletes, by including variations of activities or ideas for increasing/decreasing the challenge level

h.

• The goal of practice is vague and unclear.

• Goal is not appropriate to the level of the athletes, as per the Curling LTAD model

• The practice has a clearly identified goal, consistent with the Curling LTAD model and the level of the athletes.

• Ensure practices are appropriate Example: – If the goal of a team of youth curlers is to have fun – it is not appropriate to run a practice that just focuses on high level competitive play.

• Coach is able to move through development, building confidence and self-esteem. Example: - Increase challenge, repeat to develop or decrease challenge

i.

• No written plan.

• Plan is not divided into segments or is vague and lacks specifics.

• Plan has a basic structure but does not clearly identify main segments or timeline of practice.

• It would be very difficult for another coach to implement the practice using the plan.

• Clear written plan with main segments of the practice identified: introduction, warm-up, core, cool-down, and conclusion or debrief.

• Written plan is very detailed clearly outlining the activities to be performed during each segment of the practice.

j. • There is no timeline provided. • A timeline for the entire practice is

provided, outlining the length of each specific segment.

• Each activity within the segments of the practice has a detailed timeline.


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k.

• Coach does not adequately describe planned activities using diagrams, illustrations and explanation..

• Another coach would have difficulty implementing the planned activities.

• Planned activities are effectively described. Example: - Warm-up location and curling specific warm-up routine could be outlined with diagrams of dynamic stretches - Lesson plans are outlined with key teaching points - Drills with required equipment are explained

• If coach wasn’t present the athletes would be able to proceed with the plan based on the description.

• Planned activities are illustrated or diagrammed.

l.

• Coach does not identify key factors for practice activities.

• Drills and activities lack direction and relevance.

• Activities indicate key factors (coaching points) that will be identified in the practice activities.

• Each drill or activity has 1 – 3 key teaching points explained and checked for clarity.

• Practice plan integrates mental skills and strategy such visualization, goal setting, and focusing strategies.

m.

• Practice duration does not consider growth and development principles.

• Durations of overall practice and each practice segment are clearly identified and consistent with athlete abilities and NCCP growth and development principles and are consistent with the LTAD model.

• Coach provides a scaled timeline for graduated growth and development.

n.

• Activities do not reflect awareness of safety.

• Planned activities reflect awareness of and control for potential risk factors. - Potential risk factors – long practice

sessions with minimal breaks/variations in

activity may result in injury.

• Coach reacts to a change in potential risk factors.




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o.

• Practice is not related or linked to predetermined goals.

• Goal is not appropriate to the level of the athletes.

• Activities are purposeful and linked to overall practice goal Example:

- If the goal of a practice is to work on

technical aspects with the Learning to Train

athletes, the coach would focus on basic

delivery and brushing skills (see LTAD).

• Coach evaluates effectiveness of practice and adjusts to meet the goals of the practice

• Coach identifies appropriate level of progression and steps to improvement based on Curling’s LTAD model.

p.

• Planned activities do not consider the stage of skill development. Example:

- Having a curler focus on proper

release when they have not fully

developed balance.

• Planned activities contribute to the development of skill(s) and are appropriate to the stage of skill development (Acquisition, Consolidation, and Refinement). Example:

- If a curler is learning to manage the number

of rotations on a draw shot, the coach should

first focus instructing the mechanics of the

grip and release, allow the curler to try the

skill, provide feedback as necessary.

• Plan indicates where this practice fits in the athletes’ overall development

• More than one progression is included to allow for flexibility during implementation.

q. • Plan did not indicate the equipment

required for goals/activities

• Facilities and equipment are outlined and

match goals/activities

• Plan indicates what equipment is on hand to handle impromptu ideas for drills.

r.

• Coach creates activities that are inappropriate for the time of year. Example:

- Making a major delivery change

immediately prior to an important

competition.

• Planned activities contribute to the development of skill(s) or athletic abilities as appropriate to the time of the seasonal program. Example:

- Early season practice focuses on major

technical aspects of the delivery/brushing.

• Activities identify sensitivity to appropriate planning based on time of the year.

• Coach encourages athletes to match their activities to the time of the year. Example:

- Nutrition, fitness, outside activities, mental

preparation, etc.


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Outcome: Provide Support to Athlete in Training


Sa

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s.

• Coach does not survey practice environment prior to practice. - unsafe ice conditions such as “greasy” ice, abnormal bumps in the ice.

• Coach surveys the practice site. Examples

- surrounding walkways clear of debris - ice conditions are suitable, i.e. not too much frost to inhibit throwing the rock down the ice, ice is cold enough that the surface is not “greasy, ”ice has been pebbled.

• Coach identifies dangerous factors and makes immediate adjustments to mitigate risks for participants in all activities

t.

• Coach recognizes the potential risks but does nothing to enable safety.

• Coach takes steps to minimize risk Examples: - Double gripper footwear in good condition for all participants - brushes are clean, maintained, with no shedding of debris. - Facilitates a “warm-up” session on and off the ice. - Facilitates a “cool-down” session after practice - Drills that are conducted in a safe manner and are appropriate to the season.

u.

• Coach does not teach or model appropriate behaviour and does nothing to reinforce rules.

• Coach models, teaches, and maintains positive behaviour to enable a safe practice environment

• Set behaviour expectations and coach stops inappropriate behaviour immediately. (pushing rocks at another curler’s feet).

• Facility rules and conduct codes are explained and enforced.

• Coach acknowledges and reinforces appropriate behaviours in athletes.


Outcome: Provide Support to Athletes in Training

3. Implement an appropriately structured and organized practice.

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v.

• Coach does not have a written practice plan or it is incomplete

• Coach presents a practice plan

• Should include length of session, goals and objectives of the session, drill purpose, key teaching points, key execution points.

• Coach’s practice plan is detailed with illustrations, diagrams.

• Plan would allow for another coach to easily implement the practice within the same timelines.

w. • Practice activities do match goals of the

practice. • Coach delivers practice matching the goals

identified in the Practice Plan. • Coach assesses and adjusts goals as

required.

x.

• Practices may be missing one or more segments Examples

- Warm-up, cool-down

• Main Practice segments are evident

• Practices segments are clearly defined with an introduction, warm-up, core, cool-down and debrief.

• Activities within the main part are sequenced to enhance learning.

y. • Equipment is unsafe, unavailable or

inadequate. • Equipment is available and ready to use.

• Equipment is relevant to planned activities.

• Diagram of how equipment is to be set up is included in the plan, as well as any equipment instructions.

z.

• Coach does not make use of all available space.

• Coach demonstrates effective use of space and equipment as appropriate to the sport. Examples

- Utilize both ends of sheet or multiple sheets

to practice delivery skills.

- If practicing rotations, deliver all 16 rocks to

the end and repeat.

- Coach demonstrates an ability to utilize

limited space with an odd number of athletes,

keeping them all engaged.

Examples

- Five athletes on one sheet of ice.

aa.

• Coach does not provide breaks

• Water is not available for hydration

• Breaks are provided for appropriate recovery, biological requirements (washroom, re-hydration) e.g. Athletes bring individual water bottles or

water cooler available and are allowed

access at a pre-determined point of practice

or at will.

- Breaks provide a dual function that allow the

practice flow to continue

At will breaks’ allow the athletes to refocus as

necessary.


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3. Implement an appropriately structured and organized practice.

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• Activities are inappropriate or not relevant

• Activities contribute to development of skills, tactics, or athletic abilities. e.g. A drill focusing on Run-backs with large

takeout weight is not appropriate for athletes who

do not yet have the adequate strength and/or

technique due to physical growth/development

reasons.

Activities are progressively sequenced to promote

learning, safety and success.

cc.

• Does not start practice on time or does not maximize practice time. Examples

- Spends too much time off-topic or

managing the athletes instead of

teaching them.

- Athletes are waiting for more than 25%

of the practice time.

• - Explanations are longer than activity time

• Practice time is maximized. Participants have duration, transition, and waiting times appropriate to Curling such as wait times being less than 2 minutes so athletes do not get cold, duration of activities should be 10-15 minutes.

• Practice starts and ends on time

• Where on-ice time is limited, Coach uses off-ice time for warm up, introductions and conclusions. Athletes are engaged in activity at least 75% of

time.

• Coach’s creativity and variety engages participants as evidenced by their active participation for more than 75% of the lesson.

• Coach engages participants by increasing or decreasing the number or level of challenges.



4. Make interventions that promote learning

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• Coach does not interact with all athletes Example: - Coach speaks only to skip

• Coach creates opportunities to interact with all athletes.

• Coach speaks with all athletes

• Coach evenly distributes comments amongst athletes

• Coach encourages athletes to interact with

coach and each other

Example

- Ask open ended questions

ee.

• Coach does not notice when athletes cannot see or hear Example - Athletes are positioned behind the coach during a demonstration or explanation

• Coach or demonstrator is positioned such that athletes can see and hear.

• Coach is mobile keeping the interest of the athletes Example - Coach does not position demonstration under the loud dehumidifier

• Coach positions athletes so that they are not

easily distracted

Example:

- Athletes not facing lounge during

demonstration

• Coach engages each athlete during

demonstration

Example:- Eye contact or question

ff.

• No evidence of teaching points or key learning points.

• Incorrect demonstration of key teaching points.

• Coach provide athletes with too much information or feedback

• Explanation or demonstration has 1–3 key learning points. Example: - When teaching the delivery, break skills up, teaching balance first not focusing on the more intricate parts of the delivery such as release

• Key learning points align with the information relevant for the athletes’ levels of ability

• Instructor uses athlete-appropriate language to explain key points

• Instructor explains sport-specific language if necessary

• Key factors or teaching points are explained and checked for clarification. Example: - Peer-teaching can be used for validation, ask open ended questions to ensure understanding.

• Coach recognizes specific needs of individual

athletes and their level of required information

• Specific key factors and learning points are

identified for each activity

• Coach uses analogies and examples from

participant’s experiences to reinforce key

learning points


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4. Make interventions that promote learning.

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gg. • Coach allows inappropriate behaviour

Examples: -Insulting team members, using profanity, displaying actions that do not align with the concept of Fair Play.

• Coach identifies appropriate expectations for athlete behaviour and reinforces these expectations when required.

• Coach encourages positive team discipline during practice. Example: - Players are accountable, respectful to each other and the coach

• Coach uses team and individual discipline appropriately Example: - Having an athlete leave the ice surface for a period of time.

• Coach demonstrates appreciation for

outstanding athlete/team behaviour.

hh. • Coach corrects the athletes by indicating

what they did rather than identifying specific strategies on how to improve the performance. Example: - “Your sliding foot is in the wrong spot, next time don’t do that.”

• Coach constructively and positively reinforces athletes’ efforts and corrects performance.

• Coach provides specific feedback as to how to correct the skill Example: - “Make sure the entire sole of the sliding foot is touching the ice under the centre of your body”

• Coach asks athlete’s for feedback

Example:

- “Where do you think your sliding foot should

be and how will you get it there?”

ii. • Coach is speaking too fast, too quietly or

not clearly enough • Coach speaks clearly and audibly so that all

athletes can hear. • Coach’s voice is clear and audible for entire

lesson

• Feedback covers all three learning styles, verbal,

visual and kinesthetic

jj. • Coach implements a practice plan which is

too easy or too difficult for the athlete’s skill level.

• Activities are appropriate to stage of skill development, as per Curling’s LTAD model Example: - An intermediate level team should be working on basic skill development as opposed to elite shot management tactics.

• Coach able to adjust level of difficulty of the skill

as required.


Outcome: Analyze Performance

5. Detect Performance

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• Coach is not in a position to observe

• Coach provides instructions and does not take an active role in the activities Example: - Observes practice from inside

• Coach observes skills from adequate vantage point(s) for practice/training environment Example: - From a variety of locations that relate to practice and training - On-ice (side, front, back) - Coach is on the ice with the athletes in training - In a position to observe front, back, and both sides - Notes/records observations

• Coach positions athletes to maximize the coach’s ability to observe skills from a variety of vantage points. Example - athlete holds brush so coach can be free to move to better observation position

ll.

• Coach is not able to identify or select factors that have a direct impact on performance. Example: - Balance, LOD, Timing, Release - Brushing and Communication

• Coach identifies or selects factors that have a direct impact on performance.

• Able to identify phase of delivery or brushing in which skill error occurs Example - Balance, LOD, Timing, Release - Brushing and Communication - Coach observes/records athlete skills as it relates to Balance, LOD, Timing, Release, Brushing and Communication - Coach communicates observations about performance as it relates to Balance, LOD, Timing, Release, Brushing and Communication with the athlete

• Coach is able to select the most critical factor that has direct impact on performance. Example: - Being able to identify when a balance issue is caused by timing

• Coach relates to the individual athlete the link between their skill development and their game performance.

mm.

• Coach is unable to identify the cause of skill error or incorrectly identifies the cause of skill error. Example: - Athlete falls over in delivery, and coach determines eyes were not to target as a cause for error.

• Coach identifies potential causes of skill error (cognitive, affective, motor). Example: - Coach observes and communicates the “What caused it?” to the athlete and how it impacts performance.

• Coach has the ability to reflect on potential causes of skill error by determining if errors are caused by lack of understanding vs. physical ability to perform the skill vs. fear of performing the skill.

• Coach identifies the potential causes of skill error with only one or two skill repetitions.


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Outcome: Analyze Performance

5. Detect Performance

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• Coach does not ask questions only gives instruction and does not solicit feedback from the athletes on their own performance of skills.

• Coach is able to increase athlete’s awareness of skill errors by asking appropriate questions. Example: - Coach facilitates interaction with the athlete and elicits responses which indicate that the athlete understands and is able to identify skill errors: “How did that feel?”, “Do you feel you were in a balanced position and sliding at the broom?”

• Coach has fully engaged athletes and athletes are comfortable and open in discussing their performance. Relaxed and effective learning environment.

oo.

• Coach explains the errors related to vague factors, rather than specific factors that contribute to performance Example: - Throw straighter, brush harder, slide better

• Coach explains how an error relates to overall skill performance as it relates to Balance, LOD, Timing & Release, brushing and communication

• Coach identifies errors of performance in proper sequence as they impact the curling delivery (Balance, LOD, Timing, Release, brushing and communication). Examples: Balance: The correct placement of sliding foot and complete extension of the body

• Coach engages the athletes to explain how their individual errors relate to performance


Outcome: Analyze Performance 1. Correct Performance

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• Coach is vague about the correction required.

• Coach only instructs the athlete on “what” to improve without explanation Example: Athlete asks “Why?” Coach says “Because I said so”

• Coach identifies specific correction based on

observation of movement phases and in

accordance with the approved CCA skill

techniques

Examples - Coach is able to facilitate the process on the adjustment required including what, why and how to correct. - When physical contact is required between the coach and the athlete, permission is requested first. -

• The coach is able to rephrase the corrections to achieve the desired result.

• The coach provides drills and activities that are new and innovative.

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• Coach does not relate corrections to performance.

• Coach is vague about how correction impacts performance.

• Coach explains how the correction relates to

improved performance.

• Coach communicates with the athlete and facilitates the athlete’s understanding of how the correction relates to improved performance based on past experiences in specific real situations.

• Coach charts and records how corrections have improved athletes performance in game or practice situations.

• Coach uses specific external cues. Examples: - Turning the sliding foot heel in slightly increases the size of the base of support, thus improving balance.

• The coach is able to rephrase the corrections to achieve the desired result

rr.

• Coach does not ask questions only gives instruction and does not solicit feedback from the athletes on their own performance of skills.

• Coach is able to increase athlete’s awareness of

corrections by asking appropriate questions.

Examples: - “How did that feel?”, “Do you feel you were in a balanced position and sliding at the broom?”, “Do you notice a difference from your position before to your position now?”

• Coach has fully engaged athletes and athletes are comfortable and open in discussing their performance. Relaxed and effective learning environment.

• The athlete is able to reflect the reason for the correction back to the coach.


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Outcome: Analyze Performance 2. Correct Performance

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• Coach creates tasks and activities that are beyond the athlete’s current capability and the athlete’s have NO success.

• Coach creates tasks and activities that do not challenge the athlete and therefore no improvement is realized.

• Coach is not following the skill development process in proper sequence.

• Coach identifies if level of difficulty in the task is relevant to athletes’ capabilities.

• Coach is able to interpret observations of athletes in practice or game setting to determine if the skill development plan is relevant to their athlete’s capabilities.

• Example – ensuring balance is acquired prior to working on LOD drills.

• Coach can modify drills based on individual athlete’s ability and rate of improvement.

• Coach has enabled the athletes to interpret their own performance in practice or game settings. The athletes can identify their own strengths and weaknesses, discuss those with the coach and contribute to the formulation of the skill development plan.

tt.

• Corrections are given out of priority sequence. Example: -Coach corrects release while athlete still struggling with balance.

• Corrections are applied in the proper sequence as per the CCA skill progression

• Coach able to graduate level of difficulty and intensity to correct skills.

uu. • Drill is not relevant to skill error requiring

correction • Coach can prescribe an appropriate drill or

activity to help make the change permanent. • Coach is innovative in creating appropriate

new drills


Outcome: Provide Support to Athletes in Training 3. Coach able to demonstrate professionalism both on and off ice.

Pro

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vv. • Coach ignores athletes as they arrive at

practice. • Coach acknowledges athletes as they

arrive at practice. • Coach speaks individually to each athlete as

they arrive for practice.

ww.

• Coach not prepared for cold arenas

• Coach wearing inappropriate attire

• Coach dressed in streetwear/shoes Example: - T-shirts with inappropriate logos

• Coach is dressed for active coaching as appropriate to the sport. Examples: - Curling shoes, curling pants, mitts/gloves, layers of clothing, stopwatch, curling brush available to them

• Coach brings additional equipment Examples:

- notepad/pen, extra grippers.

xx.

• Coach does not demonstrate positive body language . Examples: - Rolls eyes, does not look at athletes when speaking to them., grimaces when delivering feedback

• Coach demonstrates positive body language – looks at athletes when speaking to them,

• Coach’s positive behaviours facilitate a constructive learning environment and create an atmosphere of fun.

• Coach is able to interpret athlete’s positioning and

body language

yy.

• Coach uses profanities, insults or discriminatory language

• Coach uses language that is above or below the level of the group

• Communication is respectful, non-discriminatory and void of profanities and insults

• Coach listens to participants’ ideas and concerns

• Coach uses age appropriate language and mannerisms.

• Coach connects with the group and establishes a respectful rapport that facilitates learning and enjoyment of the activity.

zz.

• Coach dwells on what is wrong and does not address anything that is done well.

• Comments about sport or specific individuals in the sport are negative.

• Coach speaks ill of another coach, client, facility during practice

• Coach promotes a positive image of the sport and models the image to athletes and other stakeholders (officials, governing bodies, sponsors, elite athletes).

• Coach speaks positively about the sport, participants or facility

• Coach’s behaviour, language and attitude inspire

participants

Documents

[Year] NCCP Competency Matrix · Video submission of coach during a practice session - Practice session should be minimum 1 hour, based mainly on athlete skill development for delivery