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Ad-hoc Group of Experts “EQF and Sport”

Linking learning outcomes, professional standards and EQF-descriptors in coach

education programs in Flanders

27.09.2012

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Content• Flemish act on FQF (2009)• Sport qualifications in Flanders• Learning outcomes, professional standards and

EQF-descriptors• Long and demanding process• Challenges faced• Q & A

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1. Flemish act on FQF (2009)• definitions• 8 levels (= EQF)• distinction between Education and VET• NCP (Fl): AKOV – agency for quality assurance in

education and training• procedure for recognition of qualifications

• rewritten in 2011• final procedures in 2012• Sport on the priority list of the Flemish government

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2. Sport qualifications in Flanders• Flemish Coaches School (°1994)

– Governmental agency (Bloso)– Higher education institutes (Physical Education)– Flemish sport federations

• Think tank for every coach education program, holding representatives of all 3 partners of FCS

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2. Sport qualifications in Flanders

Répertoire Opérationnel des Métiers et des Emplois (ROME)

competentieonderzoeken

competentfiches

BKD

FQFVKS

NCPVlaanderen

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country X EQF

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3. Learning outcomes, professional standards and EQF-descriptors

• Scientific approach (Free University of Brussels)– What competences do coaches need?– Delphi method – 12 experts – discussion rounds

• 2008-2011: 8 sports have been examined and give a model for a general basis

• Evolution to description in terms of learning outcomes

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3. Learning outcomes, professional standards and EQF-descriptors

• Flemish act defines competences as follows: the ability to act in social activities, integrating knowledge and skills.

• Context is related to the level a coach is working on

4 levels:• Initiator: works with recreational athletes and beginners• Instructeur B: works with competitive athletes on a local level• Trainer B: works with competitive athletes on a national level• Trainer A: works with competitive athletes on an international level

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3. Learning outcomes, professional standards and EQF-descriptors

Tr A Tr B In B Ini

Core task

Core task

Core task

Core task

Competence

Competence

Competence Knowledge

Skills

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3. Learning outcomes, professional standards and EQF-descriptors

Competences

Core tasks

to com-municate

to follow evolutions

to giveFB

to indivi-dualise

to act peda-gogically

toplan

to co-operate

To train autonomously X X X X X X X

To guide talented and top level athletes

X X X X X X

To coach X X X X

To detect talented athletes X X X X

To gather information X X X

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3. Learning outcomes, professional standards and EQF-descriptors

Core task 1 (related tot the context)

Competences knowledge skill

Competence 1 … …

Competence 2 … …

• Example:• Core task: To train autonomously high level athletes on

an international level• Competence: to give feedback• knowledge: sport psychological knowledge• skill: to name strengths and weaknesses

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3. Learning outcomes, professional standards and EQF-descriptors

• Governmental body (Bloso) has worked on a general description of competences• core tasks for every level• competences for every core task• knowledge and skills for every competence

Þ professional standards (in cooperation with NCP, Sports federations and higher education institutes)• according to the EQF-descriptors: knowledge, skills,

context, autonomy and responsibility• including competences, labour market relevance, ...

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3. Learning outcomes, professional standards and EQF-descriptors

Þ screenings: every coach education program will be tested and verified if and how the content meets the expectations (competences) and adapt if they don’t!

Main objectives:• solid base for new coach education programs• quality enhancement for existing coach education

programs• recognition of competences and qualifications within or

out of the sport sector• mobility for qualified coaches

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4. Long and demanding process• not done ‘overnight’• requires the gathering of the entire sport sector• demands time and assets• scientific research (2008-2011)• elaboration of documents (2011-2012)

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5. Challenges faced• Revolution in our coach education programs

• High aims for volunteers

• Specific professions• Fitness (fitness manager vs Personal Trainer)• Horseback riding (riding academy managers)• Ski (teacher or trainer)• High level athletes• Referees

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5. Challenges faced• Professions linking 2 or more sectors• ‘Club Med’ animator (sport and tourism)• Mountain guide (sport and tourism)

• Higher education institutes feel threatened

• Realisation of high aims by the sport sector (know-how)

• Consequences for funding

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6. Q & A