L3 Certificate in Coaching Strength and Conditioning for Sport (QCF) QS V2 221014

Developed in Partnership with the Rugby Football Union

1st4sport Level 3 Certificate in Coaching Strength and conditioning for sport (QCF)

Qualification Specification

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 The Tutor, Assessor, Verifier Guidance

Product ref: QS L3CCSCQ

Coachwise Ltd, 2014

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.

National/Qualification Accreditation Number: 600/0337/6

Qualification accreditation date: 01 January 2011

Specification publication date: 01 October 2014

All content rationalised and Conditions redeveloped to encompass evidence requirements

Product ref: QS L3CCSCQ

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

3

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

4

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

11

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

15

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

21

Communications and Contacts

22

Appendix: Level 3 Coaching Strength and Conditioning for Sport Technical Syllabus

23

Product ref: QS L3CCSCQ Page 1 of 36

Introduction to the Qualification

The 1st4sport Level 3 Certificate in Coaching Strength and Conditioning for Sport (QCF) is solely awarded by 1st4sport Qualifications and has been developed in partnership with the Rugby Football Union (RFU).

Qualification Regulation1 Dates and Details

Qualification Title Qualification No. GLHs Level Credit

1st4sport Level 3 Certificate in Coaching Strength and conditioning for sport (QCF)

600/0337/6 240 3 26

Regulation Dates

Qualification regulation start date: 01 January 2011

Qualification review date: 30 September 2016

Certification end date: 30 September 2018

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.


Qualification Structure and Units

To qualify for the 1st4sport Level 3 Certificate in Coaching Strength and conditioning for sport (QCF), learners must successfully achieve 26 credits from the 11 mandatory units. Achievement of the qualification is normally through attendance on a course of training and completion of the 1st4sport Learner Pack inclusive of all assessed tasks. The unit specifications for the 1st4sport Level 3 Certificate in Coaching Strength and conditioning for sport (QCF) are contained on the Register of Regulated Qualifications; hyperlinks are provided on the units titles listed below.

Title Accreditation

No. Level GLHs Credit

301 Understanding the Principles of Safe and Equitable Coaching Practice

M/601/2108 2 13 2

302 Understanding the fundamentals of coaching programmes

T/601/3535 3 18 3

303 Understanding the principles of planning coaching programmes

A/601/3536 3 18 3

304 Understanding how to support participants lifestyle through coaching programmes

F/601/3537 3 18 3

305 Analyse participants performance and set programme goals in strength and conditioning for sport

H/502/8246 3 5 2

306 Plan coaching programmes in strength and conditioning for sport

K/502/8247 3 8 2

307 Manage safe and effective strength and conditioning for sport coaching Programmes

T/502/8249 3 12 2

308 Deliver strength and conditioning for sport coaching programmes

K/502/8250 3 15 3

309 Develop participants performance in strength and conditioning for sport

M/502/8251 3 22 3

310 Monitor and evaluate strength and conditioning for sport coaching Programmes

T/502/8252 3 6 2

311 Develop coaching practice in strength and conditioning for sport

A/502/8253 3 5 1


Qualification Purpose Statement

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

The skills and knowledge developed through this qualification may also be used enable you to progress to other industry-relevant qualifications in coaching other sports, supporting PE in school sport and sports development. Support Who supports this qualification? The qualification is recognised as the industry standard level 3 qualification for coaching by Rugby Football Union.

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


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

Section One: Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

Conditions Evidence: minimum workforce

The recognised centre is required to have a qualified and competent qualification workforce in place which includes as a minimum2: a qualification administrator a qualification coordinator an appropriately qualified and

experienced tutor an appropriately qualified and

experienced assessor an appropriately qualified and

experienced internal verifier (IV)3. In deploying the workforce, the recognised centre must ensure that each course operates with a maximum of 12 learners to one tutor during theoretical/classroom based sessions. The observed assessments must be conducted on a 1:1 basis.

Must be evidenced in the Staff section of Athena. Each member of staff must be named and linked to the qualification and role. This information must be current at all times and include as a minimum: a qualification administrator a qualification coordinator an appropriately qualified and

experienced tutor an appropriately qualified and

experienced assessor an appropriately qualified and

experienced internal verifier (IV). 1st4sport will conduct a quality check on tutors, assessors and internal verifiers against the workforce criteria detailed in QCON 1.4,1.5 and 1.6 in this specification.

Evidence: ratios

Must be evidenced through: course/programme attendance registers

to include staff and learners course/programme authorisation

requests to 1st4sport internal verification sampling plans and

reports.

2 One person may fulfil a number of the required roles.

3 Internal verifiers must not tutor or assess on a course where they are completing the internal verification.


QCON 1.2 Qualification administrator

Conditions Evidence: competence

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

Must be evidenced through: course authorisation and any related

activities learner registration and any related

activities learner certification and any related

activities.

QCON 1.3 Qualification coordinator

Conditions Evidence: competence

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

Must be evidenced through: qualification resource records (staff,

sites, learning and assessment materials)

qualification administration, initial assessment and induction records

training, assessment and internal quality assurance records.


QCON 1.4 Tutors

Conditions Evidence: initial capability and competence

The recognised centre is required to recruit and deploy accredited appropriately qualified and experienced tutors who are responsible for the delivery of the learning and assessment programme. Theoretical elements: Tutors involved in delivering just the theory elements within the qualification must hold one (or more) of the following: a degree in sports science

the 1st4sport Level 3 Certificate in Coaching Strength and Conditioning for Sport (QCF)

or equivalent based on individual application.

and hold one or more of the following: a recognised teaching or tutoring qualification

a minimum of one years experience of delivering training and education


Practical elements: Tutors involved in delivering just the practical elements within the qualification must hold one (or more) of the following: the 1st4sport Level 2 Certificate in Coaching

Strength and Conditioning for Sport (QCF)

the British Weight Lifters Association (BWLA) Instructors Award/1st4sport Level 2 Certificate in Coaching Weight Lifting (QCF)

an Australian Strength and Conditioning Association (ASCA) Level 2 award

be a UKSCA accredited strength and conditioning coach/be a certified strength and conditioning specialist (CSCS)


and hold one (or more) of the following: a recognised teaching or tutoring qualification

a minimum of one years experience of delivering training and education


*A specialist may be used to support the delivery of the qualification. In this instance they may not be required to hold a recognised tutoring qualification. Their experience must be demonstrated via a comprehensive CV uploaded into the staff section of Athena.

Must be evidenced through: 1st4sport approval of each tutor within

the Athena Staff tab.

Evidence: ongoing capability and competence

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

responses external verification reports and action

responses (Athena).


QCON 1.5 Assessors

Conditions Evidence: Initial capability and competence

The recognised centre is required to recruit and deploy appropriately qualified and experienced assessors who are responsible for the management of the assessment process. Assessors involved and responsible for the assessment of the qualification must hold one (or more) of the following: the 1st4sport Level 3 Certificate in Coaching




be a UKSCA accredited strength and conditioning coach

be a certified strength and conditioning specialist (CSCS)


Must be evidenced through: 1st4sport approval of each assessor

within the Athena Staff tab.


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

responses external verification reports and action

responses (Athena).

QCON 1.6 Internal verifiers

Conditions Evidence: Initial capability and competence

The recognised centre is required to recruit and deploy appropriately qualified and experienced internal verifiers to conduct the internal verification process. Internal Verifiers involved and responsible for the internal verification of the qualification must hold one (or more) of the following: the 1st4sport Level 2 Certificate in Coaching




be a UKSCA accredited strength and conditioning coach

be a certified strength and conditioning specialist (CSCS)

be a certified and practising PE teacher


Must be evidenced through: 1st4sport approval of each internal

verifier (field trainer) 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 strength and conditioning for sport and have in place appropriate access arrangements. All training and/or assessment sites must include the following facilities: A theory space which includes a

classroom containing adequate number of seats (not benches)

Toilets and changing room facilities for both male and female learners/participants

A gym with the appropriate equipment listed in the following section of this specification

Indoor and outdoor facilities appropriate for safe practice of speed and agility activities.

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

Must be evidenced through: site/facility inventories and risk

assessments internal verification reports external verification reports (Athena).


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 strength and conditioning for sport and include as a minimum:

Gym must contain: - Free weights - Olympic bars - Squat/power rack - Dumb-bells - Bench and incline press (or adjustable) - Medicine ball - Swiss balls.

The recognised centre is required is required to ensure that all learners and participants wear appropriate sports/strength and conditioning for sport specific (where appropriate or required) apparel.

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

learners site/equipment inventories and risk

assessments internal verification reports external verification reports (Athena).

QCON 1.9 Qualification materials

Conditions Evidence: materials

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

Must be evidenced through:

completed 1st4sport assessment tasks annotated in accordance with the 1st4sport tutor, assessor, and verifier guidance for this qualification

internal verification reports external verification report (Athena).


QCON 1.10 Qualification fees4

Conditions Evidence: Fees and payments

The recognised centre is required to pay a 90 (+VAT where applicable) learner registration and certification fee, per registered learner, when the course is authorised with 1st4sport within the appropriate timescales. Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack service for additional 5 fee per learner (+VAT where applicable). The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification; this should include a comprehensive package of learning and assessment and any optional costs made very clear at the point the learner enters into a contract with the centre.

Must be evidenced through:

pre-course marketing tools pre-course instructions through

communications to learners course authorisation requests to

1st4sport and related payment logs.

4 The fee is per learner and includes registration and certificates where this is appropriate. Standardised

assessment tools are also provided and are complimentary.


Section Two: Administration, initial assessment and inductions

QCON 2.1 Course administration

Conditions Evidence: course administration

All recognised centres, including the RFU, should utilise the 1st4sport centre portal5 to authorise courses, register and certificate learners.

Must be evidenced though: engagement with the 1st4sport portal course authorisation records, related

updates and communications learner registration records, related

updates and communications learner certification records, related

updates and communications.

QCON 2.2 Learner enrolment and learning contracts/agreements

Conditions Evidence: enrolment and agreements

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

accordance with to a code of conduct understand that the registration period

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

comply with recognised centre policy and procedures

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

Must be evidenced through: learner application forms or web based

application services signed learning agreements/contracts6.

5 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]

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


QCON 2.3 Learner eligibility and pre-requisites7

Conditions Evidence of pre-requisites

Prior to registration learners are required to: be appropriately identified be at least 18 years of age hold the 1st4sport Level 2 Certificate in

Coaching Strength and Conditioning for Sport (QCF) or equivalent

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

There are no additional pre-requisites to certification other then successful completion of the required assessments, thus enabling the learner to demonstrate full coverage of all learning outcomes and assessment criteria.

Must be evidenced through: learner records containing personal data

including title, name, date of birth, address gender nationally, ethnicity, disability and access needs

learner identity check details containing the type of proof, the reviewers name and the date confirmed

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

7 Learners should be made aware that they will require appropriate insurance cover before undertaking

independent coaching practice. Those working towards this qualification will be required by employers to complete a self-disclosure of past convictions and cautions, and to apply for a disclosure through the DBS.


QCON 2.4 Learner eligibility and barriers to access

Conditions Evidence

The recognised centre is required to conduct an initial assessment of each learners eligibility to consider barriers to access in accordance with the Equality Act 20108 and its protected characteristics. The barriers to access to this qualification which preserve the integrity, the technical requirements and safety of learners and participants include: age individuals under the age of 18

are not permitted to attend this qualification to prevent coaching autonomously in this area without appropriate experience. As a result no adjustments to this barrier can be applied. Only those who are over 16 years of age may be submitted for certification

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

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

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

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

Must be evidenced though: learner application forms or web-based

application services reasonable adjustment requests and

clearly implemented arrangements.

8 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

Conditions Evidence: inductions

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

workforce and what their role will be the centres policies and procedures which as

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

information on their Unique Learner Number

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

the learning outcomes and the assessment criteria

the learning and assessment strategy and published programme

individual learning plans links to National Occupational Standards and

functional skills (where these exist) the position of the qualification in relation to

others and any progression opportunities any quality assurance (IV or EV) activities that

are scheduled.

Must be evidenced through: induction attendance registers and

records policy booklets or signposts induction documentation.


Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: course length

The recognised centre is required to deliver the qualification in accordance with the recommended 240 guided learning hours. In doing so the recognised centre must ensure that the eleven mandatory units are completed, giving learners 26 credits. Each credit is equivalent to 10 hours of learning time.

Must be evidenced through: marketing tools (where these exist) a published learning and assessment

programme session plans web-based records from online

platforms.

QCON 3.2 Training and Assessment Programme

Conditions Evidence: course programme

It is likely that the recognised centre will make us of the UKCC endorsed RFU training and assessment programme due to the nature of the recognised centres delivering this qualification. However, should a recognised centre who is not affiliated with the RFU wish to deliver the qualification they must first demonstrate to their allocated external verifier that their learning and assessment programme will allow the learners to gain full coverage of all learning outcomes and assessment criteria, fully preparing them to complete the 1stsport and RFU designed, developed and implemented assessed tasks via the 1st4sport Learner Pack. The learning and assessment programme must also comply with the number of GLH required to successfully complete the qualification. In delivering the programme the following must be considered: all learning outcomes all assessment opportunities and the

assessment criteria learners individual needs the learners registration period (36

months).

Must be evidenced through a: a published learning and assessment

programme which is agreed to by the allocated external verifier

session plans course administration records.


QCON 3.3 Assessment Specification9

Conditions Evidence: Assessment

The recognised centre is required to ensure this assessment specification is fully complied with without deviation. To achieve the qualification, learners are required to have, in summary, assessed evidence of: evidence the production of a performance

profile for a minimum of two participants. These should be matched against established performance factors for strength and conditioning for sport and identify the current and potential level of participant performance and/ or development. This should cover the following areas:

- physical - mental - lifestyle management.

the design and planning of a strength and

conditioning for sport coaching programme for a minimum of two participants, which should be based upon the outcome of the performance profile(s) developed in the earlier unit Analyse Participants Performance and Set Programme Goals in Strength and Conditioning for Sport

production of a detailed plan of a discrete cycle

or phase (minimum of eight weeks) associated with an aspect of the strength and conditioning for sport coaching programme for each participant

production of a minimum of eight coaching

session plans within the discrete cycle or phase (minimum of eight weeks) associated with an aspect of the strength and conditioning for sport coaching programme for each player

production of a recorded plan for the ongoing

evaluation of the strength and conditioning for sport coaching programme

production of a recorded plan for the ongoing

performance and/or development review for the two participants; the plan should identify the methodology and timings for the ongoing review

that they are competent in managing a safe

Must be evidenced through: a record of learners attendance

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

completed tasks contained in the 1st4sport Learner Pack

observation checklists internal verification reports external verification reports and

action responses (Athena).

9 The detailed unit-by-unit assessment specification and assessment guidance can be found in the qualification-specific 1st4sport Tutor, Assessor Verifier Guidance.


coaching environment for participants and others; this must be observed by an appropriately qualified assessor on a minimum of two occasions.

the production of a record of the management of

a safe coaching environment over a minimum period of eight weeks; this should be within the planned discrete cycle or phase associated with an aspect of their coaching programme.

the delivery of a minimum of eight strength and

conditioning for sport coaching sessions within the discrete cycle or phase (minimum of eight weeks) associated with an aspect of the strength and conditioning for sport coaching programme for both participants.

the delivery of a minimum of two additional

strength and conditioning for sport coaching sessions, which must be observed by an appropriately qualified assessor on separate occasions.

the production of recorded participant

performance and/or development reviews and associated action plan(s) for a minimum of two participants during the strength and conditioning for sport coaching programme; this should cover the following areas:

- physical - mental - lifestyle management.

production of a recorded review and evaluation for a detailed training cycle or phase (minimum of eight weeks) associated with an aspect of the strength and conditioning for sport coaching programme

the production of a personal action plan to develop their own coaching practice based upon the delivery of a detailed training cycle or phase associated with an aspect of the strength and conditioning for sport coaching programme

an action plan to develop coaching practice for others involved in supporting the strength and conditioning for sport coaching programme.

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


QCON 3.4 Assessment tools

Conditions Evidence: assessment tools

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

Must be evidenced through: a completed Record of Achievement (by

task and unit) observation checklists other assessment records which support

learners achievement internal verification reports external verification reports and action

responses (Athena).

Evidence: alternative assessment

Must be evidenced through: an alternative assessment

arrangements request (only where alternative assessment arrangements are needed)

the completion of agreed alternative assessment tools where these are agreed.

QCON 3.5 Assessment eligibility

Conditions Evidence: assessment eligibility

The recognised centre is required to ensure all learners who have attended the full programme of learning are given opportunities to be assessed within their period of registration for the qualification. Learners must not be assessed for the final practical assessment until they have successfully completed all other assessments associated with this qualification.

Must be evidenced through: the full programme of learning must be

evidenced through registers and/or records of attendance

assessment records.


QCON 3.6 Assessment process

Conditions Evidence: assessment activities

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

communicated to all affected assessment briefings are completed

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

the assessment is conducted in line with the assessor guidance and any relevant invigilation conditions

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

assessment decisions are communicated via established channels

assessment decisions are recorded and shared with learners.

Must be evidenced though: a published learning and assessment

programme and related learner communications

records of attendance and achievement per task and unit, the reviewer name and completion date

assessment plans completed tasks which include

signatures in all required places and annotations which clearly evidence assessment activities

assessor communications to administrators

internal verification records, including: - sampling reports - tutor/assessor interviews - tutor/assessor observation of

performance - learner interviews - desk based sampling - standardisation exercises.

external verification reports and action

responses (Athena).

QCON 3.7 Eligibility of learners for special consideration

Conditions Evidence: special consideration

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

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


QCON 3.8 Eligibility of learners for Certification

Conditions Evidence for certification

The recognised centre is required to ensure that learners who have completed all pre-requisites and assessment requirements and who have been confirmed by the assessor as eligible for certification are certificated. Where a verification sampling plan requires an intervention to be conducted, outcomes must not be confirmed to learners until the sampling and any residual actions have been completed.

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

administrator administrator communications to

learners internal verification reports certification requests to 1st4sport.

QCON 3.9 Reassessments

Conditions Evidence of reassessment activities

The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of two opportunities to re-sit the appropriate assessment component within their period of registration (36 months). Recognised centres may levy additional charges for conducting reassessments. All reassessments must be conducted in accordance with the assessment specification.

Must be evidenced though: assessment plans, tracking and records completed/updated learner packs completed Record of Achievement, per

learner assessor communications with

administrators internal quality assurance records:

- sampling reports - tutor/assessor interviews - tutor/assessor observation of

performance - learner interviews - desk based sampling - standardisation exercises.

external verification reports and action

responses (Athena).


Section Four: Internal Quality Assurance

QCON 4.1 Internal Verification Strategy

Conditions Evidence of IV strategy

The recognised centre is required to have in place an internal verification strategy which includes strategic objectives which include, but are not limited to: a selected sample across 25% of learner

evidence and assessor feedback internally verified from 100% of the courses authorised

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

two standardisation activities conducted annually

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

Must be evidence through: a current internal verification strategy

document uploaded into the Documents section of Athena

an internal verification sampling plan template

implementation through reports from internal verification interventions.

QCON 4.2 Internal Verification Sampling

Conditions Implementation of internal verification sampling evidence

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

Must be evidenced through: sampling plans internal verification reports.

QCON 4.3 Internal Verification Interventions

Conditions Implementation of internal verification sampling evidence

The recognised centre is required to ensure internal verification interventions across all tutors/assessors at all sites and in line with the sampling plans include: observation performance sampling of assessment evidence learner interviews (face to face or via

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

Must be evidenced through: internal verification reports.


Communications and Contacts In an effort to reduce the costs of our qualifications we aim to utilise electronic means of communication wherever possible. 1st4sport Qualifications website or e-mail should be the first port of call for organisations or individuals looking for information.

Additional important contacts

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

Website: skillsactive.com Enquiries e-mail: [email protected] Telephone: 020-7632 2000

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. The full list of regulated qualifications available from 1st4sport Qualifications is available through accessing the following this link.10

The Office of the Qualifications and Examination regulator (Ofqual)

Website: ofqual.gov.uk

Department for Education Website: education.gov.uk

The Department for Business Innovation and Skills (BIS)

Website: bis.gov.uk

Learning Records Service

Website: learningrecordsservice.org.uk

10

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


Technical Syllabus This syllabus should be read in conjunction with the unit specifications of the 1st4sport Level 3 Certificate in Coaching Strength and Conditioning for Sport (QCF). To achieve the 1st4sport Level 3 Certificate in Coaching Strength and Conditioning for Sport (QCF), learners will be required to demonstrate an understanding and application of coaching the following strength and conditioning for sport techniques in an appropriate environment.

Theoretical Topics Theoretical Syllabus Components

Participants and others

types of participant male and female, child, youth,

adult, veteran, vulnerable adults and children mixed ability novices, experienced, elite others parents, carers, other coaches, facility

staff, medical support staff, sports science support staff, athlete services staff

specific needs of participants physical, medical, disability, behavioural, emotional, social, educational, intellectual.

Equitable practice and positive relationships

open access and inclusion;

participant-centred; codes of practice; roles and responsibilities of coach according to participants needs and programme goals; positive reinforcement; boundaries/parameters for behaviour; punctuality and good timekeeping; involving all participants in session in a variety of roles, where required; promote enjoyment, participant development and achievement of goals; empowerment of participants and others; motivational techniques

acceptable behaviour inclusive, honest, fair, respect, use of appropriate language, ground rules to establish

managing behaviour individual discussions, managing disagreements, positive reinforcement, responses to distress and disruptions, procedures for dealing with inappropriate behaviour, potential disruptions and injury

customer service meeting, greeting, politeness, helpfulness, maintain support and goodwill

factors to consider experience and skill sets, abilities, capacities, priorities; matching workloads to personal development plans/potential, cost, resource and time implications.



Information required to analyse performance

participants needs, motives, goal orientation,

strengths and weaknesses in performance, learning styles, experience and ability, lifestyle, decision-making skills, stage of development, past, present and projected participation and/or competition, barriers to participation and achievement

phases of the coaching programme pre-season, preparatory, competition, post-competition, transition.

Methods to analyse performance

sports-specific methods, field- and/or laboratory-

based methods, evaluation techniques use of accepted benchmarks and evidence data

and other published statistical material, performance rankings and rating.

Referral

variety of information to develop participants in

areas outside personal competence; accessing specialist support within resource, budget and/or access constraints

access to alternative programmes within or outside the sport regional, national, international, cross-sport training.

Information to plan coaching programmes

participants age, gender, experience and ability,

medical conditions, stage of development, needs and aspirations, learning styles, past and present performance, self-reflection, problem-solving and decision-making skills, self-awareness

specific needs of participants physical, medical, disability, behavioural, emotional, social, educational, intellectual

contingency plans to deal with changing participants needs and progress within the programme, to deal with changing environments

health and safety requirements governing body guidelines, organisational policies and procedures, related legislation, safety checks and risk assessments; procedures to book resources

methods to collect information individual/group discussion, written questions/form, feedback from participants and others, collation of performance analysis

managing information data protection of personal details, medical history, disclosure of information.



Coaching environment

physical resources venue, facilities and physical

resources; first-aid provision; sport-specific and technical equipment

human resources coaching specialists, medical staff, sport science support, education and careers staff, counsellors

factors to consider resource/equipment availability, timescales, cost implications, environmental conditions.

Goal setting

principles specific, measurable, achievable,

realistic, time phased, related to individual needs and stage of development, experience and ability, balance between the needs of the individual and the group

purpose to motivate, inform, create a learning environment and encourage decision making, for fun and enjoyment, to improve physical and mental ability, to develop skills and techniques

types of process, outcome, performance factors to consider time, resources, equipment

and facilities, specific needs, stage of development, skills, techniques, tactics and lifestyle, fun and enjoyment.

Developing performance

Short- and long-term adaptations to exercise: first six weeks, primarily neural adaptations:

- improved activation of muscle fibres - improved recruitment and learning.

increased synchronisation of motor unit firing and

more efficient recruitment.

Longer-term increases in cross-sectional area of individual fibres (hypertrophy): primarily hypertrophy of Type 2 fibres concurrent biochemical adaptations. Acute responses to exercise: aerobic:

- increase in systolic pressure - reduction in peripheral resistance.

strength training:

- increase in systolic pressure - short-term increase in diastolic pressure.



Cardiovascular adaptations to training: increased ventricular volume increased stroke volume and ejection fraction decreased resting and sub-maximal heart rates increased muscle capillarisation increased plasma volume reduction in resting BP onset of OBLA shifted increased maximal exercise ventilation increased maximal oxygen consumption (VO2max) increased tidal volume increased oxygen extraction increased vital capacity decreased resting breathing rate increased maximal breathing rate. Factors affecting the response to aerobic training, including: oxygen uptake carbon dioxide production ventilation RPE heredity age gender specificity of training. Biochemical adaptations to aerobic training: increase in myoglobin content increase in number and size of mitochondria increase in activity of enzymes involved in the

Krebs cycle and electron transport chain increase in muscular glycogen stores increased ability to oxidise fat. Biochemical adaptations to anaerobic training: increased capacity of ATP-PC and glycolytic

systems increased muscular stores of ATP and activities of

enzymes related to glycolysis and ATP/PC systems fitness components strength, speed, endurance,

flexibility, power, agility, muscular endurance training principles overload, progression,

specificity, adaptation, variability, reversibility, recovery, overtraining

stage of development physical, mental and emotional, maturation

wide range of intervention strategies to improve performance training methods to develop aerobic and/or anaerobic performance, resistance training,



effective methods to manage overcompensation, altitude training; to motivate participants and others, manage anxiety and arousal

methods to aid the performance of motor skills whole, part, massed, distributed, blocked, random, constant, variable.

Programme structure

linked sessions, progressive development,

continuity periodisation of training phases, cycles (macro-,

meso-, micro-), competitive schedule, interaction of volume and intensity of training, to include single, double and multiple periodisation

evaluation schedule timings and frequency of evaluation, session reviews, training cycle reviews, competition reviews, programme review, appropriate feedback opportunities from a range of sources

knowledge of different types of mesocycles eg Harre (1982): Introductory, Basic, Preparatory, Supplementary, Intermediate type a, Intermediate type b; Matveyev: Conditioning, General Basic, Specific Basic, Pre-competition, Competition, Recovery-Maintenance; Balyi (1994): Developmental, Stabilising, Pre-competitive, Competitive, Restorative, Transitional

practical recovery methods complete rest, passive rest, diet and dietary supplementation, hydrotherapies, massage, heat therapy, cold therapy, acupressure and acupuncture, psychological.

Coaching styles and delivery modes

coaching styles autocratic, democratic,

consultative, empowering delivery modes one to one, group, peer group,

discovery learning, problem solving.

Communication 1

range of verbal and non-verbal methods to suit the

complexity of the coaching environment; presenting information to develop ideas in appropriate format, style and tone; logical progression of delivery/information that allows contributions from participants and others to develop ideas; variety of techniques to engage participants and others.



Positive working relationships

coaching philosophy and values, codes of practice,

empowerment of participants and others, delegation of roles and responsibilities, participants and others as role models, change attitudes/behaviour, establishing complaints and appeals procedures, positive reinforcement, motivational techniques

developing participants decision-making skills selective attention, process limitations, simulations, drills and role play

factors to consider experience and skill sets, abilities, capacities, priorities; matching workloads to personal development plans/potential, cost, resource and time implications

managing behaviour ground rules, sanctions, time outs, individual discussions, managing disagreements, positive reinforcement, responses to distress and disruptions, organisational procedures for dealing with inappropriate behaviour, potential disruptions and injury.

Protection of children and vulnerable adults from abuse

common signs and indicators of abuse physical,

emotional, sexual, neglect, bullying policies and procedures of dealing with and

reporting abuse, full or partial disclosure, relevant legislation, role and responsibilities when working with others.

Risk management

correct procedures within accepted guidelines and

health and safety requirements, adequate supervision of children and vulnerable adults, normal operating and emergency procedures on and off site

first-aid provision, medical support and needs.

Health, safety and emergency

organisational/facility guidelines and reporting

mechanisms, health and safety relevant to the programme, dealing with incidents within the programme, related legislation as appropriate, provide advice and guidance to others, create an awareness of current legislation and associated risks, responsibility and accountability, safe manual lifting and handling procedures, normal operating procedures for equipment assembly/disassembly and storage guidelines, using governing body guidelines, safe working order of equipment

dress and equipment appropriate for the activities, comfort and practicality, suitable for environmental conditions.



Managing injury and illness

types of injury and illness relevant to the sport,

correct procedures and responses to dealing with accidents/emergencies, location and procedures for contacting and using first-aid provision or emergency services, reporting procedures

prevention techniques appropriate activities, correct clothing, safe use of equipment

rehabilitation strategies support programme, treatment, timescales, support network.

Readiness of participants

mechanisms to assess visual appearance, non-

invasive testing, psychological inventories and diagnostic testing, questioning and discussion, participant self-monitoring tools

use and purpose of physical and mental preparation activities build relationships, motivate participants, set out participant/session/programme goals.

Communication 2

timely; appropriate language and tone;

non-threatening; relevant and personalised to participants; positive reinforcement; range of verbal and non-verbal methods; use of different media and available technologies; encourage participant ownership and responsibility for training, development and/or competition

motivational techniques to aid development, for enjoyment, to provide reward and feedback, develop commitment, enthusiasm and determination, enable participants to feel sense of achievement, develop potential

feedback mechanisms group/individual discussion, review/summary forms, written/verbal feedback, self-monitoring/reflection tools.



Skill acquisition

fundamental movement balance, stability,

movement and motion, forces, mechanical principles; learning methods and theories; stages of learning and associated theories

range of explanation and demonstration techniques facilitative, participant-centred, show and tell, chalk and talk; explanations and demonstrations to improve technical, tactical, physical and mental ability; observation of performance related to skills, tactics and personal level of ability; use of relevant and available technologies, statistics and other data for performance analysis; cross-sport examples/comparisons; identify and prioritise performance errors and correction mechanisms; reset/redefine goals

range of feedback mechanisms to improve performance intrinsic and extrinsic feedback, knowledge of results and knowledge of performance.

Human body functions

systems of the body skeletal, muscular,

cardiovascular, respiratory, digestive, neurological; response and adaptations to exercise and intervention strategies

skeletal: - functions

o support o protection o articulation through muscle attachment.

- skeletal organisation and structure, differences between adults and children

- planes of motion o sagittal o frontal o transverse.

- classification of joints o immovable o slightly movable o movable o gliding o ball and socket o saddle o pivot.

- joint action o extension o flexion o adduction o abduction o rotation/circumduction.

muscular: - muscle origin - muscle insertion - agonist - antagonist



- synergist - types of muscle.

o smooth o cardiac o skeletal.

muscle and tendon structure; muscles can cross one, two or many joints

cardiovascular composition and functions of blood, structure and function of cardiovascular system - heart - arteries - veins - capillaries.

blood-pressure definitions - systolic - diastolic.

respiratory structure and function, mechanisms of breathing, gaseous exchange, short- and long-term adaptations to exercise, gaseous exchange at the lungs and muscles, definitions: - total lung capacity - vital capacity - tidal volume.

energy systems aerobic and anaerobic, three energy systems provide ATP:

- phoshagen system - glycolytic system - oxidative system.

bioenergetics as the flow of energy within a biological system, glycolysis, Krebs cycle, electron transport chain, development of energy systems for performance, energy sources, basic bioenergetics, energy expenditure at rest and during exercise, causes of fatigue, the physical, physiological and performance differences between men, women, boys and girls, contribution of energy systems in different sports

energy sources: - fats (primary role) - carbohydrates (primary role) - proteins (secondary role) - gluconeogenesis.

nutrition food types, nutrients (carbohydrates, proteins, fats, water, vitamins and minerals), nutrition for performance, weight management.



Managing the programme

maintaining continuity and progression of

participants development to enable them to achieve their goals; support the achievement of programme goals; to meet participants and others needs; to account for environmental changes and other contingencies; introduce new learning opportunities; revise and set session/participant goals; revise programme according to coaching environment; accounting for potential increments/decrements in performance, rate of progression/development; ongoing monitoring/evaluation of progression; managing participants and others within sessions; supporting others in delivery of sessions and programme

how the principles and practice of stages of participant development affect what and how the coach plans and coaches during the session/programme

stages of development, including different stages of maturation, physical, psychological and emotional changes at each stage of maturation, the influence of training and competition on the stages of development, theories of stages of development, the application of developmental stages to the coaching environment, utilidation of stages of development theory

types of stages of development, including definitions associated with windows of trainability, chronological age and biological age

differences between child and adult development and how this affects coaching in terms of structure, content and delivery of the session.

Concluding programmes

purpose and value within sessions physical

benefits, minimise injury, recuperate, relax, motivate, reflect, review, summarise

methods range of active and passive activities, question-and-answer sessions to reflect on session, coach/participant-led

procedures to ensure coaching environment suitable for future use departure of participants in a manner appropriate to the situation and environment, with due regard for safety and duty of care; correct procedures for checking equipment and venue and reporting faults.



Evaluation 1

purpose to improve self-awareness, confidence,

enjoyment; empower participants to take responsibility for their progress; review participants progress, learning and development; learning improvement compared to quick performance gain; to inform future planning and delivery, review and modify content of sessions and programme goals; review effectiveness of processes for implementation; review suitability of coaching environment

methods individual and group discussions, peer and others review, post-session/competition analysis, participants self-reflection, use of appropriate and available technologies; handling confidential information according to appropriate guidelines.

Monitoring

participants performance,

increments/decrements in performance and progression, stage of development, decision-making and self-reflection skills, career development and lifestyle; roles and responsibilities of participants and others; planned outcomes and achievement of the session and programme goals; coaching process and communication methods; proposed planning and preparation for competition; skills and technical development; level of motivation and retention; resource needs, availability and costs.

Current developments

sport-specific techniques in coaching practice;

codes of practice; new innovations in equipment, resources and technologies; improvements and changes in the coaching environment; health and safety requirements and legislation.

Evaluation 2

methods self-reflection, peer review, participant

review, use of technologies, diagnostic and psychological tests, one-to-one sessions; relationship of previous and current practice to recognised and accepted good practice within the sport; review and support of others.



Personal action planning

develop further understanding of sport technical,

tactical, physical, mental continuing professional development opportunities

refine, adapt and modify coaching practice, develop coaching practice, workshops, other qualifications, supported practice, observations of other practitioners/cross-sport learning and exchange, coaching-related conferences, professional journals, use of mentor, media relationships.

Advice and guidance

one-to-one and group sessions, appropriate

communication methods to suit those involved, appropriately paced and time-phased support, use of available media and technologies, mentoring techniques, managing confidential information, agreeing goals and action plan of others.


Practical Topics Practical Syllabus Components

Practical strength

Resistance training using the following modalities: barbell exercises to include:

front squat box squat power or squat clean Romanian or stiff-legged dead lift push (heave/power) press power or squat snatch lunge push (power) jerk split jerk other relevant sport-specific exercises.

dumb-bell exercises to include:

single- and two-handed snatch single- and two-handed clean push and squat press side bend other relevant sport-specific exercises.

a wide range of medicine ball exercises to include

examples of throws, swings, twists and passes from different positions (eg standing, seated, kneeling, lying prone and supine); to include exercises for total body, shoulders and arms, legs and trunk

a wide range of Swiss ball exercises to include

progressions in the following: superman, wall squat, push-ups standing and prone, various bridges and seated stability positions

a wide range of body weight and partner exercises

to include various types of the following exercises: double- and single-leg squats lunges push-ups chins and pull-ups sit-up and crunch variations back extension and leg raise variations.

other relevant sport-specific exercises.


Practical Topics Practical Syllabus Components

Practical speed, agility and warm-up

Methods to develop speed strength: resisted exercises:

sleds hills and steps harness the use of plyometrics to develop total-body,

lower-body and upper-body power. methods to develop stride length:

stick drills mobility

methods to develop stride frequency:

stick drills over-speed (use of treadmills, downhill,

pulleys, bands).

Practical flexibility

Flexibility methods: different methods and types of classification;

advantages, disadvantages and uses of: static (active, isometric, relaxed [passive]) ballistic dynamic partner PNF (hold relax, contract relax and hold

relax against contraction).

Endurance

Knowledge of different methods of endurance training; for example: steady state fartlek extensive interval intensive interval repetition use of training zones, RPE etc other relevant sport-specific methods.

Practical recovery methods

Be aware of practical physical and psychological recovery methods; for example: complete rest, or passive rest diet and dietary supplementation hydrotherapies massage heat therapy cold therapy acupressure and acupuncture psychological.

L3 Certificate in Coaching Strength and Conditioning for Sport (QCF) QS V2 221014

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