1st4sport Level 2 Certificate in Coaching Hockey (QCF) · QCON 3.2 Training and assessment programme ... 2 Certificate in Coaching Hockey (QCF) are contained within Appendix 1 of

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Developing Hockey across Great Britain

1st4sport Level 2 Certificate in Coaching Hockey (QCF)

Qualification Specification Version 3: 10 January 2017

This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre recognition Conditions. Tutors, assessors and verifiers should also comply with the following addendums to ensure full deployment of the standards required to be maintained: The Learner Pack (via My Training Diary e-portfolio) The Tutor, Assessor, Verifier Guidance

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© Coachwise Ltd, 2017

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted

under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,

electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to

1st4sport Qualifications.

1st4sport Qualifications Coachwise Ltd Chelsea Close

Off Amberley Road Armley Leeds

LS12 4HP Fax: 0113-231 9606

Email: [email protected] Website: www.1st4sportqualifications.com

The Ofqual, Welsh Government and SQA Accreditation recognised awarding organisation 1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the

national development of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop and advance sport nationwide.

Qualification Number: 601/6288/0

Qualification accreditation date: 29 May 2015 Specification publication dates:

V1 28 May 2015: Initial specification

V2 25 February 2015: Removal of reference to MCQ assessment which is deemed to have invalid construct validity. Professional discussion after the final practical assessment will support these elements.

V3 10 January 2017: Unit specifications inserted into the appendices. No technical amends made.

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Contents

List of contents Page

Introduction to 1st4sport Qualifications

Qualification regulation details and dates Qualification structure and units

1

Qualification Purpose Statement

Overview Progression Support

2

Qualification Approval Conditions: Section One - Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios QCON 1.2 Qualification administrator QCON 1.3 Qualification coordinator QCON 1.4 Qualification tutors QCON 1.5 Qualification assessors QCON 1.6 Qualification internal verifiers QCON 1.7 Qualification delivery sites, facilities and environment QCON 1.8 Qualification equipment and clothing QCON 1.9 Qualification materials QCON 1.10 Qualification fees

3

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

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

9

Qualification Approval Conditions: Section Three - Training and Assessment

QCON 3.1 Training and assessment hours QCON 3.2 Training and assessment programme QCON 3.3 Assessment specification QCON 3.4 Assessment tools QCON 3.5 Assessment eligibility QCON 3.6 Assessment process QCON 3.7 Eligibility of learners for special consideration QCON 3.8 Eligibility of learners for certification QCON 3.9 Reassessments

13

Qualification Approval Conditions: Section Four - Internal Quality Assurance

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

18

Communications and Contacts

19

Appendix: Unit Specifications for the 1st4sport Level 2 Certificate in Coaching Hockey (QCF) Level 2 Certificate in Coaching Hockey Technical Syllabus Level 2 Certificate in Coaching Hockey Theoretical Syllabus

21

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Introduction to the Qualification

The 1st4sport Level 2 Certificate in Coaching Hockey (QCF) is solely awarded in England by 1st4sport Qualifications and has been developed in partnership with the England Hockey, with support from British Hockey, Welsh Hockey Union and Scottish Hockey. It is recognised as the industry standard level 2 qualification for coaching linked hockey sessions within the United Kingdom.

Qualification Regulation1 Details and Dates

Qualification Title Qualification No. GLHs Level Credit

1st4sport Level 2 Certificate in Coaching Hockey (QCF)

601/6288/0 25-51 2 13

Regulation Dates

Qualification regulation start date 01 June 2015

Qualification review date 31 December 2018

Certification end date 31 December 2020

Qualification Structure and Units

To qualify for the 1st4sport Level 2 Certificate in Coaching Hockey (QCF), learners must successfully achieve twelve credits from the four mandatory units. Achievement of the qualification is normally through attendance on an England Hockey Programme of Learning and Assessment which ensures completion of the 1st4sport Learner Pack via My Training Diary e-portfolio inclusive of 10 assessed tasks. The unit specifications for the 1st4sport Level 2 Certificate in Coaching Hockey (QCF) are contained within Appendix 1 of the Specification.

Title Accreditation

No. GLHs Level Credit

201 Understand the role and responsibilities of the coach

A/507/1748 13 2 3

202 Plan a series of hockey coaching sessions

R/507/2842 12 2 4

203 Deliver a series of hockey coaching sessions

Y/507/2843 22 2 4

204 Review a series of hockey coaching sessions

J/507/2854 4 2 2

1 This qualification is equivalent to Level 3 on the European Qualifications Framework (EQF). Further information about the EQF can be found through this link.

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


Qualification Purpose Statement Overview What does this qualification cover? The objective of the 1st4sport Level 2 Certificate in Coaching Hockey (QCF) is to provide a benefit to learners by enabling them to deliver safe, fun, engaging and learning coaching sessions for a range of players. Learners will be able to plan hockey sessions which encompass: a player centred, coaching approach games rather than drills culture questioning style of delivery The skilled modern hockey coach will need to use all three components and continue to advance their development in these areas to provide the best possible experience and learning environments for the player. Who is this qualification designed for? This qualification is designed for aspiring Hockey coaches to be supported in the development of delivering quality player experiences that influence on whether children, young people and adults playing the game will take up, stay and progress within the sport. This will ultimately help reach England Hockey’s vision of inspiring more, better and happier players. Coaches will gain experience of how to coach individual and independent sessions to children or adults, or support sessions in a wider Hockey programme (Ie Club Team, JDC, JAC, School Team). To access a learning programme learners need to be at least 18 years of age and one of the following qualifications/awards; 1st4sport Level 1 Award in Coaching Hockey (QCF), 1st4sport Level 2 Award in Sessional Hockey Coaching (QCF), England Hockey Introduction to Hockey Coaching Award, Qualified PE teacher with hockey experience or recognised equivalent. Prior to certification, in addition to achieving all the assessed tasks, you will need to have attended a recognised child protection workshop (face to face, not an online workshop). Progression What could this qualification lead to? The qualification sits within a suite of progressive Hockey coaching qualifications and is recognised as the industry standard qualification to coach linked and progressive hockey sessions unsupervised in Great Britain. Following a period of practice as a qualified coach, learners may choose to further develop their knowledge through attending Coaching Club Workshops for the population they are coaching ie Children, Club, or Adult Participation or progressing to the following qualification: 1st4sport Level 3 Certificate in Coaching Hockey (QCF) Support Who supports this qualification? This qualification is supported by British Hockey, England Hockey, Welsh Hockey Union and Scottish Hockey. A range of technical experts from across the home nations have provided technical input in the development of this qualification.


Qualification Approval Conditions 1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval Conditions. Failure to comply with all relevant conditions will result in sanctions being applied which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities.

Section One: Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

Conditions Evidence: minimum workforce

The recognised centre is required to have a qualified and competent qualification workforce in place which includes as a minimum2: a qualification administrator a qualification coordinator a British Hockey (GB) licensed tutor to

conduct training a British Hockey licensed assessor to

conduct assessment a British Hockey licensed internal

verifier to conduct internal verification (IV)3

In deploying the workforce, the recognised centre must ensure that each course operates with a minimum 12 learners (or have access to 12 players for practical sessions) and maximum 20 learners to two GB Hockey licensed tutors. The observed assessments must be conducted on a 1:1 basis with a recommended maximum of 6 learners per assessor per assessment day.

Must be evidenced in the Staff section of Athena, the 1st4sport Quality Assurance System4. Each member of staff must be named and linked to the qualification and role. This information must be current at all times and include as a minimum: a qualification administrator a qualification coordinator a GB Hockey licensed tutor a GB Hockey assessor a GB Hockey internal verifier (IV) 1st4sport will conduct a quality check on tutors, assessors and internal verifiers against the GB Hockey master workforce list.

Evidence: ratios

Must be evidenced through: course/programme attendance registers

for staff and learners course/programme authorisation

requests to 1st4sport internal verification sampling plans and

reports.

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


QCON 1.2 Qualification administrator

Conditions Evidence: competence

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

Must be evidenced through: course authorisation and any related

activities learner registration and any related

activities learner certification and any related

activities.

QCON 1.3 Qualification coordinator

Conditions Evidence: competence

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

Must be evidenced through: qualification resource records (staff, sites,

learning and assessment materials) qualification administration, initial

assessment and induction records training, assessment and internal quality

assurance records.

QCON 1.4 Tutors

Conditions Evidence: initial competence

The recognised centre is required to recruit and deploy a HCIG licensed Hockey tutor who as a minimum: hold the 1st4sport Level 3 Certificate in

Coaching Hockey (QCF) or recognised equivalent experience

hold a recognised introduction to teaching/tutoring qualification or have equivalent experience

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

Must be evidenced through: Master GB Hockey licensed Hockey

workforce list and via the Athena Staff tab. Workforce evidence (CV, certificates) is held by EH to be approved on the GB Hockey list and therefore not required within Athena.

Evidence: ongoing competence

Must be evidenced through: recorded standardisation activities internal verification reports and action

responses external verification reports and action

responses (Athena).


QCON 1.5 Assessors


The recognised centre is required to recruit and deploy a GB Hockey licensed Hockey assessor who as a minimum: hold the 1st4sport Level 3 Certificate in

Coaching Hockey (QCF), England Hockey Level 3 Hockey Coaching qualification or recognised equivalent experience

hold a recognised assessing qualification or have equivalent assessing experience

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

Must be evidenced through: Master GB Hockey licensed Hockey

workforce list and via the Athena Staff tab. Workforce evidence (CV, certificates) is held by EH to be approved on the GB Hockey list and therfore not required within Athena.


Must be evidenced through: the assessment records recorded standardisation activities internal verification reports and action


responses (Athena).

QCON 1.6 Internal verifiers


The recognised centre is required to recruit and deploy a licensed Hockey internal verifier who holds as a minimum: hold the 1st4sport Level 3 Certificate in

Coaching Hockey (QCF), England Hockey Level 3 Hockey Coaching qualification or recognised equivalent experience

hold a recognised assessing qualification

hold or be working towards completing an interval verifier qualification

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

Must be evidenced through: 1st4sport approval of each GB Hockey

licensed internal verifier within the Athena Staff tab.


Must be evidenced through: recorded standardisation activities internal verification records

(implementation of sampling and reports)

external verification reports and action responses (Athena)


QCON 1.7 Qualification delivery sites, facilities and environment

Conditions Evidence: sites and facilities

The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of learning and assessment. These must comply with accepted health and safety practices for Hockey and have in place appropriate access arrangements. All training and/or assessment sites must include the following facilities: artificial turf hockey pitch (waterbased /

sand dressed), with flood lights minimum two pairs of goals covered dug outs access to shelter, changing rooms and

toilet facilities a theory space for up to 20 learners with

tables and chairs Ideally, there would also be an area/indoor space to use for carrying out activities from the Practical Syllabus in inclement weather conditions.

The weather and environment must be conducive to learning; lighting and temperature appropriate to the participant and learner needs. The space surrounding the playing area must be safe and free of obstructions.

Must be evidenced through: inventories and risk assessments internal verification reports external verification reports (Athena).


QCON 1.8 Qualification equipment

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment which must comply with accepted health and safety practice for Hockey and must include:

The recognised centre must ensure that all learners and persons being coached wear appropriate sports apparel including correct footwear for the playing surface and a whistle

Goalkeepers should wear full protective clothing and it is strongly encouraged for learners to use: shin guards mouth guards IT equipment including lap top,

projector, extension cable and screen or similar

flip chart easel, paper and pens.

Must be evidenced through: pre-course instructions on clothing to

learners inventories and risk assessments internal verification reports external verification reports (Athena)


QCON 1.9 Qualification materials

Conditions Evidence: materials

The recognised centre is required to use the teaching, learning, assessment and internal verification materials provided by 1st4sport and England Hockey to facilitate the full learning and assessment programme.

Must be evidenced through: published programme of learning and

assessment the utilisation of 1st4sport Learner Pack

and associated England Hockey resources

the assessment of tasks in accordance with the appropriate qualification-specific 1st4sport Tutor, Assessor, and Verifier Guidance.

internal verification reports external verification report (Athena).

The recognised centre is required to ensure that the qualification workforce have available for use during sessions the: EH learning and assessment

programme EH Tutor Guidance Notes EH Course Powerpoint Presentation 1st4sport qualification specification 1st4sport Tutor, Assessor, Verifier

Guidance 1st4sport assessed tasks via My

Training Diary 1st4sport reference documents via My

Training Diary The recognised Centre is also required to ensure that learners are provided with a 1st4sport Learner Pack via My Training Diary which includes the: 1st4sport reference documents

Must be evidenced through:

pre-course instructions to learners inventories completed 1st4sport assessment tasks

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

internal verification reports and action responses

external verification reports and action responses (Athena).


QCON 1.10 Qualification fees5

Conditions Evidence: fees

The recognised centre is required to pay a £132 learner registration and certification fee per registered learner when the course is authorised with 1st4sport within the appropriate timescales. The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification; this should include a comprehensive package of learning and assessment and any optional costs made very clear at the point the learner enters into a contract with the centre.

Must be evidenced through:

pre-course marketing tools pre-course instructions through

communications to learners course authorisation requests to

1st4sport and related payment logs

5 Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack service for additional £5 fee per learner (plus VAT where this is applicable).


Section Two: Administration, initial assessment and inductions

QCON 2.1 Course/programme administration

Conditions Evidence: course programme

Recognised centres should utilise the 1st4sport centre portal6 to authorise courses, register and certificate learners. All qualification administration activities must be conducted in accordance with the 1st4sport position Statement: Qualifications Administration

Must be evidenced though: course authorisation records, related

updates and communications learner registration records, related

updates and communications learner certification records, related

updates and communications

QCON 2.2 Learner enrolment, agreement and registration period

Conditions Evidence: enrolment process

The recognised centre is required to have a fair and equitable enrolment process. In doing so relevant learner information must be collected and initial assessment of learner’s eligibility be conducted. Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure that they will: conduct themselves accordingly in

accordance with the Learner Agreement/Contract and the appropriate home country NGB code of conduct for Hockey coaching

make all relevant payments understand that the registration period

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

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

comply with recognised centre policy and procedure

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

Must be evidenced through: learner application forms or web based

application services signed learning agreements/contracts7

6 To gain access to this system the centre needs register interest with 1st4sport and been issued a system access key of username and password. To obtain assistance or to requests this contact the 1st4sport Centre Support Team on: Tel: 0113 290 7610 Email: [email protected]

7 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.

mailto:[email protected]


QCON 2.3 Learner Eligibility and Pre-requisites

Conditions Evidence: pre-requisites

The recognised centre is required to conduct an initial assessment of learners to ensure that the pre-requisites to registration and certification are considered and the outcome recorded during the application process. Prior to registration learners are required to: be accurately identified be 18 years of age or over be able to communicate effectively in

English8 (this includes listening, speaking, reading and writing)

understand and be familiar with the skills on the Level 2 Certificate in Hockey Coaching Technical Syllabus

hold one of the following; 1st4sport Level 1 Award in Coaching Hockey (QCF); 1st4sport Level 2 Award for Sessional Hockey Coach (QCF); England Hockey Introduction to hockey coaching workshop; Qualified Teacher (QTS) with hockey experience.

Prior to certification learners are required to: have attended a recognised safeguarding

workshop (not online)

Must be evidenced through: learner records containing personal

data which includes their title, name, date of birth, address, gender, nationally, ethnicity, disability and access needs

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

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

copies of certificates to confirm achievement for: safeguarding workshop hockey coaching qualification

/workshop.

8 Learners must be able to understand the requirements of the qualification and the information within the qualification materials in English without assistance. Where there is demand, this qualification may also be available in Welsh or Irish.


QCON 2.4 Learner Eligibility and Barriers to Access

Conditions Evidence: access arrangements

The recognised centre is required to conduct an initial assessment of learners to consider barriers to access in accordance Equality Act 20109 and its protected characteristics. The barriers to access to this qualification which preserve the integrity, the technical requirements and safety of learners and participants include: age – individuals under the age of 18

are not permitted to attend this qualification to prevent coaching autonomously. As a result no adjustments to this barrier can be applied.

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

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

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

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

Barriers to access are required to be resolved through the implementation of reasonable adjustments (where appropriate) and must be evidenced though: learner application forms or web-based

application services reasonable adjustment requests

submitted via Athena and clearly implemented arrangements.

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


QCON 2.5 Learner Inductions


The recognised centre is required to provide an effective qualification/course induction to all learners which introduces: the individual members of the centre’s

workforce and what their role will be the centre’s policies and procedures

which as a minimum must cover: - health and safety - equality and diversity - data protection - child/vulnerable adult safeguarding - appeals - complaints - malpractice/maladministration

information on their Unique Learner

Number (ULN) and the Personal Learner Record (PLR) (for centres in England only at this time).

the learning outcomes and the assessment criteria

the learning and assessment strategy and published programme

individual learning plans links to National Occupational

Standards and functional skills (where these exist)

the position of the qualification in relation to others and any progression opportunities

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

Must be evidenced through: induction attendance registers and

records policy booklets or signposts induction documentation


Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: inductions

The recognised centre is required to deliver the qualification in accordance with the England Hockey Learning and Assessment Programme in its entirety. This is aligned to the recommended guided learning hours for the qualification which is 50 hours depending upon learners’ needs. In doing so the recognised centre must ensure that the two mandatory units are completed, giving learners 13 credits. Each credit is equivalent to 10 hours of learning time.

Must be evidenced through: marketing tools (where these exist) England Hockey Learning and

Assessment Programme per course10 web-based records from online

platforms (where these have been agreed in accordance with the 1st4sport Position Statement: Alternative Assessment Arrangements).

QCON 3.2 The Training and Assessment Programme

Conditions Evidence: course length

The recognised centre is required to use the England Hockey Learning and Assessment Programme adapting only where necessary to meet the specific needs of individual learners. In delivering the programme the following must be considered: all learning outcomes all assessment opportunities and the

assessment criteria learner’s individual needs the learners’ registration period (24

months).

Training and assessment programmes must be evidenced through: course administration records England Hockey Learning and

Assessment Programme per course web based audit from online platforms

(where these have been agreed in accordance with the 1st4sport Position Statement: Alternative Assessment Arrangements).

10 The HCIG Learning and Assessment Programme is a pre-standardised tool which centres must apply to each

course; publishing dates and records of when each aspect was delivered.


QCON 3.3 Assessment Specification

Conditions Evidence: assessment

Centres are required to ensure this assessment specification is fully complied with, without any deviation. To achieve the qualification, learners are required to have, in summary, assessed evidence of: an appropriate understanding of the

knowledge units incorporating both the theoretical and technical syllabi, which will be assessed via performance, simulation and written tasks.

the planning, delivery and review of five

one hour coaching sessions, four of which must be linked and progressive for the same participants. The fifth with another type of participants

the planning, delivery and review of a

one hour coaching session, only 40 minutes to be delivered and observed by an appropriately qualified assessor.

Tasks 1-9 must be submitted by the learner prior to attending the practical session for Task 10. All sessions must be drawn from the 1st4sport Level 2 Certificate in Coaching Hockey (QCF) Technical Syllabus which is contained within the appendix to this specification.

Must be evidenced through: a record of learners attendance and

achievement of each task and units, the assessor and completion dates

assessed and annotated learner packs observation checklists internal verification reports external verification reports and action

responses (Athena).


QCON 3.4 Assessment Tools

Conditions Evidence: assessment tools

The recognised centre is required to use valid and reliable assessment tools which have been designed by 1st4sport in consultation with the technical development partner. These are contained within the 1st4sport Learner Pack. Where a recognised centre wishes to adapt these tools or use alternative arrangements to meet the needs of a particular group of learners, they should refer to the 1st4sport Position Statement: Alternative Assessment Arrangements.

Must be evidenced through: a record of learners attendance and

achievement of each task and units, the assessor and completion dates

assessed and annotated learner packs observation checklists internal verification reports external verification reports and action

responses (Athena).

Evidence: alternative arrangements

Must be evidenced through: an alternative assessment

arrangements request (only where alternative assessment arrangements are needed)

the completion of agreed alternative assessment tools (including electronic platforms) where these are agreed

QCON 3.5 Assessment Eligibility

Conditions Evidence: eligibility for assessment

The recognised centre is required to ensure all learners who have attended the full programme of learning are given opportunities to be assessed within their period of registration for the qualification.

Must be evidenced through: England Hockey Programme of

Learning and Assessment registers and/or records of attendance


QCON 3.6 Assessment Process

Conditions Evidence: assessment process

The recognised centre is required to ensure that the assessment process is managed effectively and ensures: assessment plans and schedules are

communicated to all affected assessment briefings are completed

with reference to the format of the assessment, what is expected of learners and the assessment criteria being used

the assessment is conducted in line with the 1st4sport Tutor, Assessor, Verifier Guidance for this qualification

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

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

assessment decisions are recorded.

Must be evidenced though: England Hockey Programme of

Learning and Assessment per course records of attendance and achievement

per task and unit, the assessor who conducted the assessment and completion date

assessed and annotated learner packs completed observation checklists assessor communications to

administrators internal verification reports and action


responses (Athena).

QCON 3.7 Eligibility of Learners for Special Consideration


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

Must be evidenced through: special consideration requests (Athena) implementation of the arrangements.


QCON 3.8 Eligibility of Learners for Certification

Conditions Evidence: certification

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

Must be evidenced through: assessment tracking and records the assessor communications to the

qualification administrator administrator communications to

learners internal verification reports and action


responses (Athena). certification requests to 1st4sport.

QCON 3.9 Reassessments

Conditions Evidence: reassessment activities

The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of two opportunities to re-sit the appropriate assessment component within their period of registration (24 months). Recognised centres may levy additional charges for conducting reassessments (not tasks 1-5 which are externally assessed on the Coachwise e-portal). All reassessments must be conducted in accordance with the assessment specification.

Must be evidenced through: re-assessment plans, tracking and

records England Hockey Programme of

Learning and Assessment per course records of attendance and achievement

per task and unit, the assessor who conducted the assessment and completion date (via My Training Diary)

assessed and annotated learner packs (via My Training Diary)

completed observation checklists assessor communications to

administrators internal verification reports and action

responses (via My Training Diary) external verification reports and action

responses (Athena).


Section Four: Internal Quality Assurance

QCON 4.1 Internal Verification Strategy

Conditions Evidence: strategy

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

first course only; 25% learners have 100% of their assessments internally verified (desk-based and/or visit)

subsequent courses; 100% of the courses authorised verified, a selected sample of evidence (minimum 25%) across 25% of learners and assessor feedback

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

standardisation activities conducted annually and focussed on assessment and internal verification

internal verification conducted in accordance with a risk based approach; tutors/assessors and assessments perceived as higher risk experience more frequent IV interventions.

Must be evidence through:

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

an internal verification sampling plan template

internal verification report templates external verification reports and action

responses (Athena).

QCON 4.2 Internal Verification Sampling

Conditions Evidence: sampling activities

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

Must be evidenced through: internal verification sampling plans external verification reports and action

responses (Athena).

QCON 4.3 Internal Verification Interventions

Conditions Evidence: internal verification reports

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

observation performance sampling of assessment evidence learner interviews (face to face or via

telephone). The interventions must ensure that support and development is given to the centre and specifically to the qualification workforce.

Must be evidenced through: internal verification reports and action


responses (Athena).


Communications and Contacts

In an effort to reduce the costs of qualifications 1st4sport aim to utilise electronic means of communication wherever possible. 1st4sport Qualification’s website or e-mail should be the first port of call for organisations or individuals looking for information.

Additional important contacts

England Hockey Contact Details

Website: England Hockey Enquiries email: [email protected] Telephone: 01628 897515

Hockey Wales Contact Details

Website: http://hockeywales.org.uk/ Enquiries email: [email protected]

Scottish Hockey Contact Details

Website: http://www.scottish-hockey.org.uk/ Telephone: 0141 550 5999

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

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

The Register of Regulated Qualifications:

The full list of qualifications awarded by 1st4sport is either available on request or can be viewed on the Register of Regulated Qualifications following this link.11

The Office of the Qualifications and Examination regulator (Ofqual)

Website: ofqual.gov.uk

Department for Education

Website: education.gov.uk

Learning Records Service

Website: learningrecordsservice.org.uk

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

http://www.englandhockey.co.uk/

mailto::[email protected]

http://hockeywales.org.uk/


http://www.scottish-hockey.org.uk/

http://www.skillsactive.com/


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

http://ofqual.gov.uk/

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Appendix 1: Unit Specifications for the 1st4sport Level 2 Certificate in Coaching Hockey (QCF)

Title: Understand the role and responsibilities of the coach

Level: 2

Credit value: 3

Unit Aim:

This unit develops the coach’s understanding of their role and responsibilities as a session coach in hockey. This unit is designed to ensure duty of care through safe and equitable practice.

Learning outcomes The learner will:

Assessment criteria The learner can:

1 understand the role

and responsibilities of the coach

1.1 describe the role of the coach

1.2 explain the responsibilities of a coach

1.3 explain how to establish a safe coaching environment

1.4 explain how to ensure own coaching practice is inclusive

Assessment guidance

To achieve this unit, learners are required to have assessed evidence of an appropriate understanding of the unit incorporating both the theoretical and technical syllabi, which will be assessed via pre-standardised assessment tasks including performance, simulation, written tasks and multiple choice tests.


Title: Plan a series of hockey coaching sessions.

Level: 2

Credit value: 4

Unit Aim:

On completion of this unit learners will be able to plan a series of hockey coaching sessions to meet the needs of participants. Coaching sessions will be progressive in nature and successive sessions will be linked to develop participants’ performance within hockey.



1 be able to plan a

series of hockey coaching sessions

1.1 plan a series of progressive sessions

1.2 plan activities to meet the aims of the sessions

Assessment guidance

This unit should be augmented the Hockey Technical Syllabus, which defines the breadth of the skills and techniques of hockey that coach is able to coach and the Hockey Knowledge Syllabus. To achieve this unit, learners are required, as a minimum, to evidence the planning of six coaching sessions. Four of the six sessions should be linked sessions coaching the same participant(s). A further two planned coaching sessions should be coaching a type of participant defined by the hockey Technical Syllabus. The duration of all the planned sessions is minimum one hour and learners should be observed coaching for a total of 40 minutes by an appropriately qualified assessor. The additional assessment of the knowledge associated with this unit may be assessed through a range of methods which might include: written questioning, oral questioning, on-line test, discussion and/or the observation of practical coaching activities where knowledge can be ascertained from the practical delivery.


Title: Deliver a series of hockey coaching sessions.

Level: 2

Credit value: 4

Unit Aim:

On completion of this unit learners will be able to deliver a series of hockey coaching sessions to meet the needs of participants. Coaching sessions will be progressive in nature and successive sessions will be linked to develop participants’ performance within hockey.



1 be able to deliver a

series of hockey coaching sessions

1.1 prepare the coaching environment

1.2 demonstrate how to establish a safe coaching

environment

1.3 prepare the participants for the hockey coaching sessions

1.4 deliver a series of hockey coaching sessions in line with

hockey guidelines

1.5 explain how to develop technical and tactical aspects of

the sport

1.6 provide technically and tactically correct explanations and

demonstrations of activities

1.7 analyse and provide feedback on participants'

performance

1.8 ensure participants’ and others’ safety is maintained

1.9 conclude the session

Assessment guidance

This unit should be augmented the Hockey Technical Syllabus, which defines the breadth of the skills and techniques of hockey that coach is able to coach and the Hockey Knowledge Syllabus. To achieve this unit, learners are required, as a minimum, to evidence the delivery of six coaching sessions. Four of the six sessions should be linked sessions coaching the same participants. A further two planned coaching sessions should be coaching a type of participant defined by the hockey Technical Syllabus. The duration of planned sessions will be defined by the sport-specific Technical Syllabus and learners should be observed coaching a planned session(s) totalling 40 minutes by an appropriately qualified assessor.


Assessment guidance

(cont.)

The assessment of the knowledge associated with this unit may be assessed through a range of methods which might include: written questioning, oral questioning, on-line test, discussion and/or the observation of practical coaching activities where knowledge can be ascertained from the practical delivery. Guidance on Simulation Simulated assessment is acceptable for this unit and may utilise the learner’s peers acting as sport participants. Simulations should be planned and made as realistic as possible ensuring that the coach being assessed has every opportunity to achieve the assessment criteria of the unit. Where a workplace environment is chosen for the observation of the coach it is defined as a coach coaching the participants they normally coach, in their normal coaching environment.


Title: Review a series of hockey coaching sessions.

Level: 2

Credit value: 2

Unit Aim:

On completion of this unit learners will be able to review a series of coaching sessions that meet the needs of participants. The coaching sessions should be progressive in nature and successive sessions will aim to be linked to develop participants’ performance within the sport.



1 be able to review a

series of hockey coaching sessions.

1.1 review participants’ performance.

1.2 analyse own coaching practice.

1.3 apply the review of coaching sessions to future planning.

1.4 review the effectiveness of the series of hockey coaching

sessions.

Assessment guidance

This unit should be augmented the Hockey Technical Syllabus, which defines the breadth of the skills and techniques of hockey that coach is able to coach and the Hockey Theoretical Syllabus. To achieve this unit, learners are required, as a minimum, to evidence the review of six coaching sessions that they have planned and delivered. Four of the six sessions should be linked sessions coaching the same participant(s). A further two planned coaching sessions should be coaching a type of participant defined by the Hockey Technical Syllabus. The duration of planned sessions will be 1 hour and learners should be observed coaching at least one of the planned sessions by an appropriately qualified assessor for 40 minutes. The additional assessment of the knowledge associated with this unit may be assessed through a range of methods which might include: written questioning, oral questioning, on-line test, discussion and/or the observation of practical coaching activities where knowledge can be ascertained from the practical delivery.


Appendix 2: Level 2 Hockey Technical Syllabus This technical syllabus should be read in conjunction with the four units for the 1st4sport Certificate in Coaching Hockey (QCF) and the associated Theoretical syllabus. England Hockey have identified a themed technical syllabus which will focus on the skill related problems to the themes and how to design practice structure to allow for a safe, fun and engaging learning environment.

Topic Area Components How

How to coach Vision “Golden Thread” and Overarching

Principles Game, train, game Practice design, questioning,

group management (individual management), coach positioning, voice tone, body language, engagement (coach to player AND player to player), inspire

Implicit learning through game play (e.g. attack v defense OR passing v receiving)

Define technique and skill Backyard play

Presentation

Introduction and warm up

Apply understanding of “how to

coach” i.e. practice design, questioning, group management (individual management), coach positioning, voice tone, body language, engagement (coach to player AND player to player), inspire

Apply implicit learning through game play

Physical and mental preparation. Ready to play - ready to learn

Game, train, game Fun games, small sided,

competitive, appropriate (perhaps not hockey specific), inclusive, activity for all players

Decision rich with the appropriate stretch for all players within the right space and time

Repetition without repetition

Lot of touches of the ball

Carrying, dribbling, ball manipulation, body shape, elimination

Head, hands, stick, feet, body

weight, space, speed of travel, awareness and decision making

Understand various ball carrying positions and 3D skills

Carrying to go forward and eliminate individually (me and my ball)

Carrying to go forward and eliminate as a team (me and our ball)

Awareness of ball side and help side


competitive, appropriate, inclusive, activity for all players



Opportunities to carry the ball, under appropriate pressure and challenge


Topic Area Components How

Passing and receiving, moving the ball



Bilateral options to move the ball with deception

Passing and receiving to go forward and eliminate

Passing and receiving to maintain possession

Self pass and restarts Passing and receiving 3D





Opportunities to pass and receive under appropriate pressure and challenge

Goal scoring



Go score attitude – executing the decision

“Me and my ball” versus “me and our ball” when scoring

Striking to score Deflecting and rebounding to

score Perception and understanding of

threat, risk and reward (the “equalizer”)

Penalty corners





Opportunities to defend and regain possession under appropriate pressure and challenge

Integrating Goalkeepers


weight, space, speed of travel, awareness and decision making for GKs

Understanding GK equipment and realistic learning environments

Opportunities to incorporate GK activity

No score attitude – executing the decision





Opportunities to score goals in excess under appropriate pressure and challenge


Appendix 3: Level 2 Hockey Theoretical Syllabus

Role of the coach - Underpinning Knowledge

A – Role and Responsibilities The learner should understand:

A.1 the role of the fully independent sports coach and their responsibilities.

A.2 their responsibilities working with others such as leaders, coaching assistants.

A.3 promote sport-specific and general codes of conduct, and set and agree ground rules.

A.4 how to be a role model.

A.5 how to abide by the rules and regulations of the sport.

A.6 how to positively promote the role of officials.

A.7 what constitutes acceptable relationships as a coach.

A.8 how to encourage and reward positive behaviour.

A.9 how to respond to discriminatory behaviour.

A.10 how to behave in a fair, consistent and ethical manner.

A.11 how to manage resources and information for, and about, participants.

A.12 how to identify the requirements and motivations of the participant groups.

A.13 about duty of care, safeguarding children, young people and adults at risk, and

maintain confidentiality.

A.14 how to deal with a variety of participant types – disabled and non-disabled people,

children/youth/adults.

A.15 how to assist with meeting the needs of participants who share protected

characteristics.

A.16 manage health and safety by preparing the environment and conduct a risk

assessment.

A.17 gather information about lifestyle, previous experience, and the needs of different

participant groups.

B – Inclusive Coaching The learner should understand:

B.1 how to ensure delivery of coaching activities is inclusive.

B.2 where to gain information on how to coach participants who share protected

characteristics.

B.3 how to communicate with a variety of participant types (disabled and non-disabled

people, children/youth/adults).

B.4 how to recognise that different participants learn in different ways.

B.5 how to identify different backgrounds and stages of participant development in relation

to age, skill and emotional development.

C – Personal and Social Needs The learner should understand: C.1 the role of the coach in encouraging the pursuit of a healthy lifestyle, including an

awareness of nutrition, hydration and social and performance-enhancing drugs. C.2 how to cater for individual needs within group coaching. C.3 how to deal with accidents, emergencies and incidents, minimise risk and understand

where to report any issues. C.4 the ways adults and children learn.


Role of the coach - Underpinning Knowledge

D – Stages of Development The learner should understand:

D.1 the stages of development and how they affect learning and the coaching environment.

D.2 how training and competition may be influenced by different stages of development. D.3 how the physical and mental capabilities of participant(s) will influence the content and

structure of the session. E – Physical Components The learner should understand:

E.1 the components of physical fitness and how they link directly to the sport. E.2 the physical capabilities required for a sport. E.3 basic anatomical and biomechanical demands of sport-related activity. E.4 how to prevent injury and assist a participant returning from injury. F – Mental Skills The learner should understand:

F.1 the mental capabilities required for a sport-related activity. F.2 the key methods for improving participant(s)’:

connection confidence concentration motivation emotional control cohesion.

F.3 the different stages of cognitive, emotional and social development. F.4 how to develop participants’ mental skills in sport.


Planning - Underpinning Knowledge

A – The Coaching Process – Planning The learner should understand:

A.1 the sports coaching process of plan–do–review.

A.2 how individual coaching sessions support the aims of the coaching programme

A.3 how to plan.

A.4 how to produce a written plan which can be shared with others.

A.5 the principles of producing progressive sessions.

A.6 how to plan a series of progressive sessions with goals that are linked, progressive

and consistent with the overall aims.

A.7 how to plan and prepare sessions involving realistic timings, sequences, intensity and

duration of activities.

A.8 how to identify specific technical and tactical content to include within sessions

A.9 how to plan for contingencies.

A.10 how to communicate with a variety of participant types – disabled and non-disabled

people, children/ youth/adults.

A.11 how to manage sessions for different backgrounds and stages of participant

development and needs.

A.12 how to manage behaviours, positive and challenging, and encourage and motivate

participants.

A.13 how to set ground rules.

A.14 how to develop participants socially, understand their motivations for participating,

develop confidence and self-esteem.

A.15 how to build relationships and rapport with and between participants.

A.16 how to support participant(s) in taking responsibility for their own learning.

A.17 how to use and understand a range of coaching styles and understand how different

participants learn, and manage differentiation.

A.18 visual, auditory, kinaesthetic and the combination of these traits in different

participants’ learning styles.

A.19 different types of practical demonstration.

A.20 how to identify participants’ needs and modify session plan(s) to meet participants’

changing needs.

A.21 the concepts of skill coordination, motor skill learning, skill acquisition, skill retention

and skill transfer.

A.22 the techniques for developing participants’ skill.

A.23 how to measure participants’ development.

A.24 how to prepare participants for competition.


Delivery - Guidance: Underpinning Knowledge

A – Inclusive Coaching The learner should understand:

A.1 how to ensure delivery of coaching activities is inclusive.

A.2 where to gain information on how to coach participants who share protected

characteristics.

A.3 how to communicate with a variety of participant types (disabled and non-disabled

people, children/youth/adults).

A.4 how to recognise that different participants learn in different ways.

A.5 how to identify different backgrounds and stages of participant development in relation

to age, skill and emotional development.

B – Session Delivery The learner should understand:

B.1 how to provide information to participants.

B.2 how to organise the setting up, taking down and managing of equipment required for

the session.

B.3 how to identify aims and objectives of sessions and set SMART/ tangible goals, and

agree these with participants.

B.4 how to describe/demonstrate good practice principles of starting and ending coaching

sessions.

B.5 physical and mental preparation – delivering warm-ups and cool-downs.

B.6 how to identify coaching techniques relevant to the participants’ needs.

B.7 the balance of facilitation, instruction and demonstration.

B.8 how to ensure there is a balance of activities in the sessions.

B.9 the use of the principles of skill development in their coaching.

B.10 how to identify and utilise sport-specific rules and codes.

B.11 how to apply appropriate communication methods in the provision of technical

guidance.

B.12 how to provide technical and tactical demonstrations and explanations that are

correct.

B.13 how to communicate effectively with participants and show listening skills.

B.14 the need to incorporate a variety of coaching styles in delivery.

B.15 how to observe participants’ performance.

B.16 how to analyse participants’ performance.

B.17 how to provide constructive feedback to participants.

B.18 how to offer information to participants after coaching sessions.


Review - Underpinning Knowledge

A – The Coaching Process – Reviewing The learner should understand:

A.1 how to measure the quality of the coaching experience.

A.2 the use of a variety of evaluation methods that can be used to monitor participant(s’)

development and learning.

A.3 how to review and evaluate the session, using the views of participants and others,

and using it to impact on future sessions.

A.4 how to agree the outcomes of the review with participants and others, advise them on

their development needs and adapt future sessions to reflect needs.

A.5 how to utilise feedback from others.

B – Taking responsibility for own personal development The learner should understand:

B.1 the principles of self-reflection.

B.2 how to identify personal development needs.

B.3 how to gain valid feedback on own performance from participants and others

B.4 how to take responsibility for own development.

B.5 how to be able to access continuing personal development (CPD) and develop a

personal action plan and mentoring opportunities.

B.6 how to participate in continual review.

B.7 career progressions in the sport and the role of others, where applicable.
