1st4sport Level 2 Diploma in Coaching Tennis (QCF)The 1st4sport Level 2 Diploma in Coaching Tennis (QCF) is solely awarded in England by 1st4sport Qualifications and has been developed

Product ref: QS L2DCTENQ V3

Developed in Partnership with The Lawn Tennis Association (LTA) Supported by British Tennis

1st4sport Level 2 Diploma in Coaching Tennis (QCF)

Qualification Specification

Version 4: 11July 2016

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


© Coachwise Ltd, 2016

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1st4sport Qualifications.

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

The Ofqual/SQA-recognised awarding organisation 1st4sport Qualifications is a brand of

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and advance sport nationwide.

National/Qualification Accreditation Number: 600/2835/X

Qualification accreditation date: 01 August 20111

Specification publication dates:

V1 01 August 2011: Original specification V2 01 May 2012: Reformatted to meet new style. No technical amends made

V3 01 June 2015: Content rationalised, Conditions amended to encompass evidence requirements, no technical amends

V4 11 July 2016: Qualification Review Date updated and Unit Specifications inserted into the appendices.


Contents

List of contents Page

Introduction to The Qualification

Qualification Regulation Details and Dates Qualification Structure and Units

1

Qualification Purpose Statement

Overview Progression Support

4

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/ assessors QCON 1.5 Qualification internal verifiers QCON 1.6 Qualification delivery sites, facilities and environment QCON 1.7 Qualification equipment and clothing QCON 1. 8 Qualification materials QCON 1.9 Qualification fees

6

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

12

Qualification Approval Conditions: Section Three - Training and Assessment

QCON 3.1 Training and assessment hours QCON 3.2 The 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

16

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

24

Communications and Contacts

26

Appendix 1: Level 2 Technical Syllabus for Coaching Tennis

27

Appendix 2: Unit Specifications for the 1st4sport Level 2 Diploma in Coaching Tennis

30

Product ref: QS L2DCTENQ Page 1 of 64

Introduction to the Qualification The 1st4sport Level 2 Diploma in Coaching Tennis (QCF) is solely awarded in England by 1st4sport Qualifications and has been developed in partnership with The Lawn Tennis Association (LTA), supported by British Tennis in consultation with the UK Coach Consulting Group for tennis. This qualification is recognised by The LTA as the industry standard level 2 qualification for coaching Tennis in England. Qualification Regulation1 Details and Dates

Qualification Title Qualification No. GLHs Level Credit

1st4sport Level 2 Diploma in Coaching Tennis (QCF)

600/2835/X 277-282

2 41

Regulation Dates

Qualification regulation start date 01 August 2011

Qualification review date 31 December 2017

Certification end date 31 December 2019

Qualification Structure and Units To qualify for the 1st4sport Level 2 Diploma in Coaching Tennis (QCF), learners must successfully achieve forty one credits; 37 credits of which must be achieved through completion of all eleven mandatory units with an additional four credits (minimum) being achieved through completion from one or more of the units from the Optional Unit Group. The 1st4sport Level 2 Diploma in Coaching Tennis (QCF) is divided into eleven mandatory and five optional units, which can be subdivided into the following areas: Four Level 2 mandatory units of common knowledge for coaching (MU1-4):

MU1 Understanding the fundamentals of coaching sport

MU2 Understanding how to develop participants through coaching sport

MU3 Supporting participants’ lifestyle through coaching sport

MU4 Understanding the principles of safe and equitable coaching practice These units are the same units as 201-204 in the 1st4sport Level 2 Certificate in Coaching (QCF). Therefore learners can claim credit accumulation and transfer (CAT) for these units as the 1st4sport Level 2 Certificate in Coaching (QCF) is a pre-requisite for this qualification. Four Level 2 mandatory specific units for coaching Tennis in the workplace:

MU5 Plan a series of tennis coaching sessions in the workplace

MU6 Prepare the tennis coaching workplace

MU7 Deliver a series of tennis coaching sessions in the workplace

MU8 Monitor and evaluate Tennis coaching sessions in the workplace

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


Learners can also apply to their recognised centre for the Recognition of Prior Learning (RPL) for the four Tennis coaching-specific units (205–208), contained within the 1st4sport Level 2 Certificate in Coaching (QCF), as evidence towards the achievement of units MU5-MU8 for the 1st4sport Level 2 Diploma in Coaching Tennis (QCF). For full completion of units MU5-MU8, learners will be required to produce additional performance evidence of coaching Tennis programmes in the workplace. This evidence must be observed by an appropriately qualified assessor.

Three mandatory units which reflect the breadth of additional skills required of a Tennis Coach in a workplace environment:

MU9 Deal with accidents and emergencies MU10 Understanding health and safety at training and competition venues MU11 Understanding Child Protection Theory

Five optional units which reflect the breadth of additional skills required of a Tennis Coach in a workplace environment:

OU1 Anatomy and Physiology for Sport OU2 Understanding the role of nutrition in exercise OU3 Working with Participants with Disabilities in Sport and Active Leisure OU4 Talent Identification in Sport OU5 Organise and deliver a sports event or competition

Achievement of the qualification is normally through attendance on the LTA UKCC Endorsed Programme of Learning and Assessment which ensures completion of the 1st4sport Learner Pack, accessed via the LTAs MyTraining Diary, which is inclusive of all assessed tasks.

The unit specifications for the 1st4sport Level 2 Diploma in Coaching Tennis (QCF) can be found within Appendix 2 of this document.


Mandatory Unit Information The 1st4sport Level 2 Diploma in Coaching Tennis (QCF) is composed of 11 mandatory units giving learners a total of 37 credits.

Title Accreditation

No. Level GLHs Credit

MU1 Understanding the fundamentals of coaching sport

J/601/2101 2 22 3

MU2 Understanding how to develop participant(s) through coaching sport

Y/601/2104 2 12 2

MU3 Supporting participant(s)’ lifestyle through coaching sport

H/601/2106 2 16 2

MU4 Understanding the principles of safe and equitable coaching practice

M/601/2108 2 13 2

MU5 Plan a series of tennis coaching sessions in the workplace

R/503/4432 2 27 5

MU6 Prepare the tennis coaching workplace Y/503/4433 2 17 4

MU7 Deliver a series of tennis coaching sessions in the workplace

D/503/4434 2 32 5

MU8 Monitor and evaluate tennis coaching sessions in the workplace

H/503/4435 2 30 5

MU9 Deal with accidents and emergencies D/501/5138 2 14 2

MU10 Rules, Regulations and Officiating in Sport

A/601/4329 2 35 4

MU11 Customer service skills for sport and leisure

D/602/5677 2 30 3

Optional Unit Information Learners must achieve an additional 4 credits (minimum) through completion of one or more of the optional units.

Title Accreditation

No. Level GLHs Credit

OU1 Anatomy and Physiology for Sport D/502/5474 2 30 5

OU2 Understanding the role of nutrition in exercise

D/600/6529 2 30 3

OU3 Working with Participants with Disabilities in Sport and Active Leisure

K/502/2996 2 60 7

OU4 Talent Identification in Sport K/601/4357 2 25 3

OU5 Organise and deliver a sports event or competition

K/601/8215 2 4 1


Qualification Purpose Statement What does this qualification cover? This qualification has been developed in partnership with The Lawn Tennis Association (LTA), and employers of tennis coaches and the tennis industry. The qualification is designed to provide you with a development of your knowledge and skills as a tennis coach, developing your ability to effectively plan, conduct and evaluate tennis coaching sessions in the workplace. This qualification will build on the skills learnt on the Level 1 course and will expand your knowledge of working with groups of players in different environments. It will also focus on running short format competitions that will allow beginners to enjoy competing. 100% of the learning that you will receive will support you in being able to lead and deliver tennis coaching activities, sessions and competitions under the guidance of a Level 3 (minimum) LTA Accredited Coach. The qualification is composed of a minimum twelve units giving you at least 41 credits. Upon successful completion you will be able to:

understand the roles, responsibilities and limitations of a tennis coach working at this level understand the coaching process understand players’ learning styles, motivation and how to manage behaviour in the

coaching environment have a developed knowledge of tactics, techniques and rules of the sport be able to create and maintain a safe tennis coaching environment be able to plan, deliver a series of structured and progressive tennis lessons using LTA

Level 2 Coach Resources, using a range of differentiated equipment based on player ability

be able to evaluate players’ performance and your own coaching be able to organise competitions for groups of beginners be able to give advice on tactical and technical improvement for beginners of any age. You will be completing this qualification as part of an Intermediate Apprenticeship in Coaching Tennis. Your learning programme will last a minimum of 12 months and you will be assessed delivering coaching sessions to a range of participants within your workplace. Who is this qualification designed for? The qualification is designed to prepare you for employment as a full-time coach, rather than if you were looking to become a volunteer or part time tennis coach where the 1st4sport Level 2 Certificate in Coaching Tennis (QCF) may be more appropriate. As a Level 2 Tennis Coach (often referred to as a LTA Assistant Coach within the tennis coaching environment) you would work under the umbrella programme of a Level 3 (minimum) LTA Accredited Coach. The Level 3 (minimum) LTA Accredited Coach will provide regular guidance and support2. To access the 1st4sport Level 2 Diploma in Coaching Tennis (QCF), you need to hold one of the following qualifications:

1st4sport Level 1 Award in Coaching Tennis (QCF) LTA Tennis Assistants Certificate of Attendance Certificate of Education in Physical Education A UKCC endorsed level 2 coaching qualification

2 To be qualified to coach completely independently and to take on roles such as Head Coach, you would need to

achieve the 1st4sport Level 3 Certificate in Coaching Tennis (QCF). Click here for details on the LTA Coaching Pathway.

http://www.lta.org.uk/coach-teach/coach-development/coaching-pathway/

http://www.lta.org.uk/coach-teach/coach-development/coaching-pathway/


And:

Be a minimum 16 years of age on the first day of the course Hold a valid First Aid certificate Hold, via the LTA Safeguarding Department, a clear enhanced DBS check prior to

registering for the qualification. What could this qualification lead to? This qualification is designed to prepare you for immediate employment in paid or voluntary roles as a Level 2 Tennis Coach in education, park sites, community venues and local tennis clubs. You will also be eligible to join the LTA Coach Accreditation scheme as a Registered Coach. The skills and knowledge developed through this qualification may be used to enable you to progress further up the tennis coaching career ladder, or to access other industry-relevant qualifications in coaching other sports, activity leadership, supporting PE in schools sport and sports development. This qualification is part of a progressive suite designed to support your development as a tennis coach. Following a period of practice as a qualified Level 2 Tennis Coach, your next step on the LTA Coaching Pathway would be either the 1st4sport Level 3 Certificate in Coaching Tennis (QCF) (course based learning and assessment) or the 1st4sport Level 3 Diploma in Coaching Tennis (QCF) (work-based learning and assessment. These qualifications will allow you to be able to deliver independent tennis coaching, often in a full-time Head Coach capacity. They will also enable you to mentor and manage the work of the Level 1 Tennis Coaching Assistants and the Level 2 Tennis Coaches. Who supports this qualification? The National Governing Body for Tennis (The Lawn Tennis Association) recognises the 1st4sport Level 2 Diploma in Coaching Tennis (QCF) qualification as the industry standard for coaches working at this level. Additionally, the LTA Coaching Pathway is recognised at the highest level by the sport’s International Governing Body, the International Tennis Federation. The qualification also has the support of, and is recognised by, a range of employers, including tennis clubs, schools and colleges, as the an appropriate qualification for those looking to progress their career from the 1st4sport Level 1 Award in Coaching Tennis (QCF). The qualification is also endorsed by the lead agency for coaching, sportscoach UK, as meeting its UKCC criteria. For further information please see:

The Lawn Tennis Association

Sports Coach UK

http://www.lta.org.uk/coach-teach/coach-development/coach-accreditation/

http://www.1st4sportqualifications.com/candidate_information/qualifications/qualificationbin/coaching-tennis-level3/

http://www.1st4sportqualifications.com/candidate_information/qualifications/qualificationbin/coaching-tennis-level3/

http://www.1st4sportqualifications.com/candidate_information/qualifications/qualificationbin/coaching-tennis-l3-diploma/

http://www.1st4sportqualifications.com/candidate_information/qualifications/qualificationbin/coaching-tennis-l3-diploma/

http://www.itftennis.com/

http://www.lta.org.uk/

http://sportscoachuk.org/coaches/i-want-coach/qualifications-and-training


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 this document and the associated 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 minimum3:

a qualification administrator a qualification coordinator an LTA licensed tutor to conduct training an LTA licensed assessor to conduct

assessment an LTA licensed internal verifier (IV) to

conduct internal quality assurance4 In deploying the workforce, the recognised centre must ensure that each course operates to a ratio of a minimum of 1 and maximum of 6 learners to one LTA licensed tutor/ assessor. Workplace assessments must be conducted on a 1:1 basis.

Must be evidenced in the Staff section of Athena, the 1st4sport Quality Assurance System5. 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 LTA licensed tutor an LTA licensed assessor an LTA licensed internal verifier (IV) 1st4sport will conduct a quality check on tutors, assessors and internal verifiers against the LTA 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.

3 One person may fulfil a number of the required roles. 4 Internal verifiers must not tutor or assess on a course where they are completing the internal verification. 5 To gain access to Athena, please request this via [email protected].


QCON 1.2 Qualification administrator

Conditions Evidence: initial 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. All qualification administrators are required to attend the LTA Administrator training (free of charge) as part of the qualification approval process.


confirmation by the external verifier via the approval visit form (Athena).

Evidence: ongoing competence


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.


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/ Assessors


The recognised centre is required to recruit and deploy LTA licensed tutors/assessors who:

hold the LTA Level 4 coaching qualification or equivalent

hold a current LTA Coach licence hold the LTA Certificate in Tutoring Skills hold the Level 3 Award in Assessing

Competence in the Work Environment (QCF); the Level 3 Certificate in Assessing Vocational Achievement (QCF), the Assessor Units A1 and A2 or the ENTO Unit D32/33 or equivalent

have attended the LTA’s annual tutor/ assessor training.

Tutors/ Assessors are responsible for the delivery of the LTA UKCC Endorsed Programme of Learning and Assessment in its entirety, which has been specifically designed to meet the outcomes of this qualification. All Assessor(s) should:

provide evidence of recent experience and competence in the occupational area to the level of the qualification(s) they wish to assess or internally verify.

provide evidence of knowledge, understanding and application of the assessment specification for this qualification.

provide evidence of knowledge, understanding and support of the relevant active leisure and learning values statements and how they are applied in assessment.

demonstrate a commitment to uphold the integrity of the sector’s qualifications and prevent their misuse.

provide evidence of their ability to maintain occupational competence and to participate in assessor/ IV training initiatives for continuous professional development.


1st4sport approval of each LTA licensed tutor/ assessor within the Athena Staff tab against the LTA Workforce List.



recorded standardisation activities internal verification reports and action

responses external verification reports and

action responses (Athena).


QCON 1.5 Internal verifiers


The recognised centre is required to recruit and deploy LTA licensed internal verifiers who: hold the LTA Level 4 coaching qualification

or equivalent hold a current LTA Coach licence hold the LTA Certificate in Tutoring Skills hold the Level 3 Award in Assessing

Competence in the Work Environment (QCF); the Level 3 Certificate in Assessing Vocational Achievement (QCF), the Assessor Units A1 and A2 or the ENTO Unit D32/33 or equivalent

hold or be working towards completing the Level 4 Award in the Internal Quality Assurance of Assessment Processes (QCF) and Practice, or hold the ENTO Unit D34, the V1 Verifier Unit, or the 1st4sport Introduction to Internal Verification Practice in Sport

have attended the LTA’s annual tutor/ assessor training.

Internal verifiers are responsible for the conduct valid and reliable internal quality verification activities in accordance with the 1st4sport Tutor, Assessor and Verifier Guidance.

All Internal Verifiers should:

provide evidence of recent experience and competence in the occupational area to the level of the qualification(s) they wish to assess or internally verify.

provide evidence of knowledge, understanding and application of the assessment specification for this qualification.

provide evidence of knowledge, understanding and support of the relevant active leisure and learning values statements and how they are applied in assessment.

demonstrate a commitment to uphold the integrity of the sector’s qualifications and prevent their misuse.

provide evidence of their ability to maintain occupational competence and to participate in assessor/ IV training initiatives for continuous professional development.

Must be evidenced through: 1st4sport approval of each LTA

licensed internal verifier within the Athena Staff tab against the LTA Workforce List.



recorded standardisation activities internal verification records

(implementation of sampling and reports)

external verification reports and action responses (Athena)


QCON 1.6 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 ensure an appropriate environment for the full programme of learning and assessment. These must comply with the LTA Tennismark standards and/or be a school, college or institute of higher education and include the following facilities:

three indoor tennis courts toilets and changing rooms. All training and/or assessment sites must have in place appropriate access arrangements. The 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.


the achievement of LTA Tennismark or

inventories and dynamic risk assessments

internal verification reports external verification reports (Athena).

QCON 1.7 Qualification equipment and clothing

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment which must include:

a minimum of four mini tennis nets red, orange and green mini-tennis balls

(1 of each colour) throw-down lines and cones mini-tennis rackets (1 per person). The recognised centre must ensure that all learners and persons being coached wear appropriate sports apparel including correct footwear for the playing surface.


pre-course instructions on clothing to learners

inventories and dynamic risk assessments

internal verification reports external verification reports (Athena).


QCON 1.8 Qualification materials

Conditions Evidence: materials

The recognised centre is required to ensure that the LTA approved tutors and assessors have available for use the:

LTA UKCC Endorsed Programme of Learning and Assessment

1st4sport Qualification Specification 1st4sport Tutor, Assessor, Verifier

Guidance (via the LTAs MyTraining Diary) The recognised Centre is also required to ensure that learners are provided with access to the 1st4sport Learner Pack via the LTAs MyTraining Diary, which includes the 1st4sport assessment tools.


inventories LTA UKCC Endorsed Programme of

Learning and Assessment per course6

1st4sport assessment tasks which are 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 1.9 Qualification fees7

Conditions Evidence: fees

The recognised centre is required to pay a £90.00 (plus VAT where this is applicable) learner registration fee when the course is authorised with 1st4sport within the appropriate timescales and a £15 certification fee per registered learner. There are no additional charges for the 1st4sport Learner Pack and associated LTA Learning resources. 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.


pre-course marketing tools pre-course instructions through

communications to learners course authorisation requests to

1st4sport and related payment logs

6 The LTA UKCC Endorsed Programme of Learning and Assessment is a pre-standardised tool which centres

must apply to each course; publishing dates and records of when each aspect was delivered. 7 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

All recognised centres should utilise the 1st4sport centre portal8 to authorise courses, register and certificate learners 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 to enable 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:

conduct themselves accordingly in accordance with the Learner Agreement/Contract and LTA Code of Ethics and Conduct and Code of Practice for Working with Young People

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.

attend 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.


learner application forms compliance with the LTA online

booking system signed learning

agreements/contracts9

8 To gain access to this system the centre needs to have registered 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] 9 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 able to communicate effectively in

English10 (this includes listening, speaking, reading and writing).

be at least 16 years of age hold one of the following awards or

equivalent: 1st4sport Level 1 Award in Coaching

Tennis (QCF) The LTA Tennis Assistants Certificate

of Attendance The LTA ETTC, ECA or Part 1

Coaching Qualification Certificate of Education in PE A recognised level 2 coaching

qualification

have an accepted enhanced Disclosure Barring Service (DBS) and Barred list check through the LTA

have confirmation of attendance at a current First Aid at Work (FAW) or Emergency First Aid at Work (EFAW), or will have successfully completed an Ofqual accredited Level 2 qualification in First Aid.

There are no additional pre-requisites to certification other then successful completion of the required assessments.


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 reviewer’s name and the date confirmed

an accepted enhanced Disclosure Barring Service (DBS) and Barred list check through the LTA11

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

Coach accreditation (registration) through the LTA or appropriate certificates (DBS/ First Aid).

10 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. 11 In the event that an overseas learner is deemed eligible to complete the qualification they must provide a valid

police check or equivalent from their country of residence. The exception to this rule is if they have resided in the UK for at least 12 months in which case they must complete the LTA DBS checking process.


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 201012 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 16 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.

Barriers to access are required to be resolved through the implementation of reasonable adjustments (where appropriate) and must be evidenced though:

learner application forms reasonable adjustment requests

submitted via Athena and clearly implemented arrangements.

12 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 and assessment plans links to National Occupational Standards

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

other qualifications and any progression opportunities

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


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 LTA UKCC Endorsed Programme of Learning and Assessment in its entirety. This is aligned to the recommended guided learning hours for the qualification which total 277-282 hours. In doing so the recognised centre will ensure that all appropriate units are completed, giving learners 41 credits. Each credit is equivalent to 10 hours of learning time.


marketing tools (where these exist) LTA UKCC Endorsed Programme of

Learning and Assessment per course compliance with the LTA online

booking system

QCON 3.2 The Training and Assessment Programme

Conditions Evidence: course length

To achieve the 1st4sport Level 2 Diploma in Coaching Tennis (QCF) learners are required to undergo a series of formal assessments, the majority of which will be in the workplace, over a period of time, assessed by a suitably qualified assessor from the recognised centre. The following methods will be used to assess learners during their achievement of the qualification:

task-based controlled assessment via MyTrainingDiary (MTD) e-portfolio

knowledge assessments observations of their coaching Tennis

programmes in the workplace. There is no requirement that learners complete the qualification unit-by-unit, rather that workplace assessments are designed to gather valid evidence of work activities which may generate evidence of competence which can be credited towards a number of units. Likewise if the programme of delivery offers a holistic approach there is the potential that the guided learning hours per unit may be decreased across the whole programme. Recognised centres are encouraged to devise economic assessments which best reflect learners’ normal working environment. Simulation is not normally permissible, unless specified within the unit-specific assessment specification. Simulations will usually deal with contingencies such as unexpected problems,

Training and assessment programmes must be evidenced through:

LTA UKCC Endorsed Programme of Learning and Assessment per course administration records

web based audit from online platforms (where such exist/are utilised).


QCON 3.2 The Training and Assessment Programme (Cont.)

Conditions

emergencies, or other incidents which will not necessarily occur frequently. Where simulation is acceptable, the following should be considered:

all simulations must be planned, developed and documented by the centre in a way that ensures the simulation correctly reflects what the assessment criteria seeks to assess and be approved by the external verifier.

all simulations should follow these documented plans

the physical environment for the simulation must be as realistic as possible and draw on real resources that would be used in the industry

where simulations are used they must be based in a realistic work environment and must be based on current working practice

the use of simulation will be monitored by the external verifier to ensure that where simulations are used, they are based in a realistic work environment.

In the context of Tennis coaching a realistic workplace environment is considered to be the coach:

operating in an appropriate and safe environment which meets the facility/equipment criteria for approved assessment centres outlined in this document

coaching an appropriate group of participants for the session being taught. Participants should be of the appropriate age and ability for the session being delivered i.e.: experienced adult participants should not be taking the role of experienced or inexperienced 10 year olds.

This guidance supports and augments the SkillsActive Quality Assurance Strategy for Qualifications that Confirm Occupational Competence 2012, which centres must read, understand and adhere to.


QCON 3.3 Assessment Specification

Conditions Evidence: assessment

Assessors must help learners to understand how to complete the LTAs MyTraining Diary e-portfolio which contains the assessment tools for this qualification; the different sorts of evidence that are appropriate and acceptable, and what the programme of assessment will be. Learners are required to be thoroughly briefed on the assessment criteria and procedures for the qualification. To achieve the qualification, learners are required to have, in summary, assessed evidence of: 1 For units MU1-MU4:

a an appropriate understanding of the Level 2 knowledge units and the specific technical knowledge underpinning the coaching of tennis, which will be assessed via performance, simulation, tasks and assignments as specified by the Level 2 Technical Syllabus for Tennis.

2 For units MU5-MU8:

b The production of a minimum of 16 coaching session plans for tennis, all of which must be linked and progressive;

4 must be linked and progressive in the context of coaching groups of adults;

4 must be in the context of coaching groups of juniors aged 5-9;

4 must be in the context of coaching to groups of juniors aged 9-16;

4 must be in the context of coaching an individual (either juniors (5-9 or 9-16) or adults).

The planned sessions must be a minimum of 45 minutes in duration but applicable to the stage of development of the players. The following breadth of knowledge is expected to be assessed:

Information – expected participant(s), participant(s)’ stage of development, impairment, medical conditions, aims of the programme of which the sessions are a part, appropriate


a record of learners attendance and achievement of each task and units, the assessor and completion dates

assessed and annotated assessments contained within the 1st4sport Learner Packs in line with the 1st4sport Tutor, Assessor, Verifier Guidance

completed observation checklists internal verification reports external verification reports and



QCON 3.3 Assessment Specification (Cont.)

Conditions

learning styles, evaluations and action plans of other relevant sessions, planned environments for the sessions

Participant(s) – individuals, groups, people with particular needs

Goals – improve physical ability, improve mental ability, improve skills and techniques, improve tactical ability, provide fun and enjoyment

Resources – environment for the sessions, equipment for the sessions, personal clothing and equipment, support from other staff.

c the preparation for all coaching

environments used to deliver each of the 16 coaching sessions for tennis.

d the delivery of the 16 coaching session

plans. The planned sessions must be of a minimum of 45 minutes in duration. The delivery of a minimum of six planned sessions must be observed by an appropriately qualified assessor, in the workplace, on separate occasions. The remaining sessions must be witnessed by an appropriately qualified mentor.

e A written plan/schedule that identifies the

evaluation methods to be used and when feedback will be sought and from whom. This should cover the all four sets of each four linked sessions.

f A health and safety check for each coaching venue utilised during coaching practice that contributes towards the achievement of this qualification.

g the evaluation of the 16 coaching sessions,

including the effectiveness of each of the four linked and progressive sessions.

All sessions must be drawn from the Level 2 technical syllabus developed for the 1st4sport Level Diploma in Coaching Tennis (QCF).


QCON 3.3 Assessment Specification (Cont.)

Conditions

3 For unit MU9:

h Outcome 1: Whilst dealing with injuries and signs of illness the learner must cover one of the following types of casualties:

adult child person with particular needs

...at least one of the following types of qualified assistance:

the organisation’s first aider emergency services

...and at least one of the following types of conditions:

minor injury that can be dealt with on-site

minor illness that can be dealt with on-site

major injury requiring medical attention major illness requiring medical attention

If the learner can only cover one type of casualty, one type of assistance and one type of condition through workplace evidence or simulation, they must be questioned on the rest.

i Outcome 2: Whilst following emergency

procedures, the learner must cover at least one of the following types of people:

adults children people with particular needs

If the learner can only cover one type of people through workplace evidence or simulation, they must be questioned on the rest.

j Outcomes 3 and 4

These can be assessed by:

professional discussion oral questions and answers questions requiring written answers.


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 LTA providing learners with access to the 1st4sport Learner Pack via the LTAs MyTraining Diary. 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.


a record of learners attendance and achievement of each task and units, the assessor and completion dates


observation checklists internal verification reports external verification reports and


Evidence: alternative arrangements


an alternative assessment arrangements request (only where alternative assessment arrangements are needed)

the completion of agreed alternative assessment tools (including online portfolio systems) 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. Learners should not be assessed for their summative coaching assessment until they have successfully completed all other assessed components. This is to ensure the assessment process is fully complied with and the summative assessment completes the qualification.


registers and/or records of attendance

assessment records.


QCON 3.6 Assessment Process

Conditions Evidence: assessment process

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 via the LTAs MyTraining Diary.

Must be evidenced though:

LTA UKCC Endorsed 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 assessments contained within the 1st4sport Learner Packs in line with the 1st4sport Tutor, Assessor, Verifier Guidance completed observation checklists

assessor communications to administrators



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.


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 completed all pre-requisites and assessment requirements and who have been confirmed by the LTA licensed 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.


assessment tracking and records LTA licensed assessor

communications to the qualification administrator

administrator communications to learners



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. All reassessments must be conducted in accordance with the assessment specification.


re-assessment plans, tracking and records

LTA UKCC Endorsed Programme of Learning and Assessment per course

records of attendance and achievement per task and unit, the assessor who conducted the assessments, reassessments and completion dates


completed observation checklists assessor communications to

administrators internal verification reports and action

responses external verification reports and



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 that is conducted in accordance with the assessment conditions and the SkillsActive Quality Assurance Strategy for Qualifications that Confirm Occupational Competence 2012 to ensure that the assessment is fit for purpose in line with the specification and includes strategic objectives which include, but are not limited to:

a selected sample across 25% of learner evidence and assessor feedback is internally verified from a minimum of 100% of the courses authorised

all active assessors are 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 is conducted in accordance with a risk based approach; which ensures assessors/assessments perceived as higher risk experience more frequent IV interventions, this may include newly qualified staff.

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


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 in accordance with the assessment conditions and the SkillsActive Quality Assurance Strategy for Qualifications that Confirm Occupational Competence 2012 as well as the interval verification strategic objectives above.


internal verification sampling plans external verification reports and



QCON 4.3 Internal Verification Interventions

Conditions Evidence: internal verification reports

The recognised centre is required to ensure internal verification interventions across all 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.





Communications and Contacts In an effort to reduce the costs of our qualifications we 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

The Lawn Tennis Association (LTA) Contact Details

Address: The Lawn Tennis Association (LTA) The National Tennis Centre 100 Priory Lane Roehampton London SW15 5JQ Website: lta.org.uk Enquiries e-mail: [email protected] Telephone: 0208 487 7000

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 regulated qualifications available from 1st4sport Qualifications is available through accessing the following this link.13

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

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

http://www.lta.org.uk/


http://www.skillsactive.com/


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

http://ofqual.gov.uk/

https://www.gov.uk/government/organisations/department-for-education

https://www.gov.uk/government/organisations/department-for-business-innovation-skills

https://www.gov.uk/government/organisations/skills-funding-agency


Appendix 1: Level 2 Technical Syllabus for Coaching Tennis This syllabus should be read in conjunction with the unit specifications of the 1st4sport Level 2 Diploma in Coaching Tennis. To achieve the 1st4sport Level 2 Diploma in Coaching Tennis (QCF), learners will be required to demonstrate an understanding and application of coaching the following tennis techniques in an appropriate real work environment.

Practical Topics Syllabus Components

Games Situations

The tactical situations of tennis singles when:

– serving – returning serve – both players rallying from the baseline – player approaching or at the net – opponent approaching or at the net.

The tactical situations of tennis doubles when:

– poaching – crossing, staying – both players at the net, one back, both back.

Strategies

Consistency Effective use of space Effective use of time Utilise your strengths Exploit your opponents weaknesses

Technical skills

The basic technical skills in serve, return, groundstrokes and

volleys that link with the game situations and strategies.

Technical effectiveness principles

Mini Tennis Red, Orange, Green progressions Grip Set up Contact Swing shape related to the technical skills in serve, return,

groundstrokes and volleys that link with the game situations and strategies

The 5 ball characteristics :

– height – depth – direction – speed – spin



Technical conformity principles

Task progressions in groundstrokes, serve and volleys for Red court. Groundstrokes in progressive courts in RED:

Starting position – semi open stance Forehand or Backhand rally Contact point in front Stable wrist No backswing, start at CP Use legs to push upwards/fowards No follow through Starting position Forehand or backhand all the time Step in before contact Push in stroke direction and follow through Push till tip stance Ready position Forehand and backhand alternate Unit turn (open outside leg) Step in Contact point Follow through Tip stance Ready position and more movement Unit turn to start movement Step in when you can Compact preparation, speed racket up before contact point More hit feeling with low to high racket path Longer follow through Tip stance or dynamic balance Serve progressions Links with “total picture” (later)

– Dissociation between tossing arm and hitting arm – Palm in – palm out (semi continental grip) – Pronation (= orientation of the racket) – Wrist flexion towards ball – Hips frontal at contact (turned in)



Links with “total picture” (later) :

– Bend – rotate – stretch => Dropping of the racket = first steps in “displacement”

– Trunk rotation around “twist-axis” during the hitting phase – Contacting the ball

continental grip = internal rotation enabled – Follow through and finish

Trunk stability and continuation of the trunk rotation Task progressions in serve, groundstrokes and volleys for Orange/Green court: Adding speed and spin through using more ground force

reaction/leg drive:

– Loading the back leg more – Actively pushing in stroke direction – Neutral, semi open or open stances depending on tactical

situation

Adding speed and spin to strokes by adding rotation: – bigger unit turn – starting separation of hip and shoulder line – more pre-stretch – semi open and open stances to facilitate

Adding speed and spin to strokes by having a bigger range of

motion: – bigger preparation (elbow and arm further away from

body) – longer follow through (swing) – racquet more dropping/falling pre contact

Adding speed and spin to strokes by using more body

segments: – more pre stretch in trunk, upper arm, forearm, wrist – accelerate with wrist through contact

higher contact points, closing the grip

Coaching process

The coaching process as the framework for learner centred coaching, starting from a predefined theme for performance players or from an open analysis with club players.

Mini Tennis Awards

Mini Tennis Awards at Tots, Red, Orange and Green

Competition

Different types of competition formats:

– team and individual competition – championship, round robin, box leagues, etc.

LTA ratings events and ratings structure LTA national competition framework mini tennis ratings


Appendix 2: Unit Specifications for the 1st4sport Level 2 Diploma in Coaching Tennis (QCF)

Title: Understanding the fundamentals of coaching sport

Level: 2

Credit value: 3

Unit Aim:

This unit assesses the coach’s understanding of their role in the planning, implementing, analysing and revising coaching sessions. They will also identify a range of methods of developing learning, performance and the effective management of participant behaviour.

Learning outcomes The learner will:

Assessment criteria The learner can:

1 understand the role of a coach

1.1 describe how to ensure that the participant is at the centre of the coaching process

1.2 explain how to empower participants’ choice, discovery of solutions and need to develop at their own pace

1.3 describe how to develop and maintain positive relationships with and between participants

1.4 describe how to provide a coaching environment that motivates, recognises and values diversity, controls risk, encourages challenge, enjoyment and achievement

1.5 identify methods to develop participants’ confidence and self esteem

1.6 describe how to identify opportunities for the coach to reflect and develop their coaching practice

1.7 list the different support personnel that can contribute to coaching sessions

1.8 describe how support personnel can be used to contribute to coaching sessions

1.9 explain the importance of positively promoting the role of officials in competition

1.10 define what is acceptable in terms of a coach:participant relationship

1.11 explain the consequences of not adhering to the principles of what is acceptable in terms of a coach:participant relationship

1.12 identify the components of a code of practice for coaching which allows high standards of personal conduct to be maintained and a positive image of the sport to be projected

1.13 outline the types of information that the coach should provide to participants after a coaching session




2 understand the

coaching process

2.1 outline how to identify participants’ needs

2.2 list the sources of information that a coach can use when

planning and preparing coaching sessions

2.3 identify the types of information about participants which

should be treated confidentially

2.4 describe the stages and components of the coaching

process

2.5 describe how to plan coaching sessions that meet

participants’ needs

2.6 explain how individual coaching sessions support the aims

of the wider coaching programme

2.7 explain the process of setting smart goals/objectives

2.8 describe how to start and end a coaching session

2.9 explain how the physical and psychological capabilities of

participants will influence the content and structure of the session

2.10 describe different types of demonstrations that encourage

learning

2.11 explain how to balance instruction, facilitation, and

demonstration within sessions

2.12 describe how to use listening skills

2.13 describe how to select language that is appropriate to

participants

2.14 list how the coach can establish the views of participants

about the coaching sessions

2.15 identify situations when a coach may need to change or

adapt a session

2.16 describe how to give constructive feedback to participants

2.17 identify how to cater for an individual’s needs within group

coaching

2.18 describe how to organise group coaching sessions




3 understand

participants’ learning styles

3.1 outline different learning styles and needs

3.2 explain how to consider participants’ learning styles and

needs when planning coaching sessions

3.3 describe the difference between the ways that adults and

children learn

3.4 define the principles of monitoring and evaluating learning

3.5 describe how the coach can support participants in taking

responsibility for their own learning

3.6 describe how to manage different learning styles and

learning needs, in group coaching

4 understand behaviour

management

4.1 identify the principles of positive behaviour management

4.2 describe how to develop a behaviour management

strategy for coaching sessions

4.3 outline ground rules for positive behaviour during coaching

sessions

4.4 outline the methods of communicating and implementing

ground rules

4.5 explain the importance of fair and consistent behaviour

management

4.6 explain how to encourage and reward positive behaviour

4.7 identify the types of behaviour by participants and others

that may cause emotional distress

4.8 explain how to respond as a coach to behaviour by

participants that may cause emotional distress

4.9 describe how to respond to discriminatory behaviour

4.10 describe the procedures to be followed if a participant

wants to complain about discrimination




5 understand how to

reflect on a coaching session.

5.1 identify valid sources of feedback from participants and

support staff

5.2 explain how to do each of the following as part of self-

reflection:

make self-assessment of skill level identify action to be taken use different methods of self-reflection

5.3 outline how to use evidence of own performance

5.4 list factors that impact on the ability to identify own

development needs

5.5 identify methods for personal action planning and the

prioritisation of such planning

5.6 describe how to measure each of the following:

the quality of the coaching experience participant development the quality assurance mechanisms used

5.7 describe how to use information taken from evaluations to

improve the programme/session

Assessment guidance

This unit will be assessed through the assessment of a portfolio of evidence and observation of coaching practice


Title: Understanding how to develop participants through coaching sport

Level: 2

Credit value: 2

Unit Aim:

This unit assesses the coach’s understanding of the principles of planning, delivering and evaluating coaching sessions, which improve participants’ performance in sport



1 understand the

principles of planning coaching sessions

1.1 identify the information required to plan coaching

sessions

1.2 identify health and safety requirements that may impact

on coaching sessions

1.3 describe how to establish goals for coaching sessions

based on participants’ needs

1.4 identify sport-specific technical content to be included in

coaching session plans

1.5 list a range of coaching styles

1.6 explain the use of different coaching styles

1.7 describe how fun and enjoyment in coaching sessions

can impact on learning

1.8 describe the components of planning a progressive

coaching sessions

1.9 identify other appropriate people who can contribute to

the delivery of coaching sessions and describe their potential contributions

1.10 describe how coaching sessions might be adapted as a

result of unforeseen changes to the coaching environment or participants’ needs




2 understand the

principles of skill development through coaching sessions

2.1 define:

skill coordination motor-skill learning skill acquisition skill retention skill transfer

2.2 describe the basic methods of analysing participants’

performance

2.3 identify factors that affect the development of

participants’ skills in sport

2.4 describe the organisational requirements for the delivery

of coaching sessions

2.5 describe the different techniques available for developing

participants’ skill through coaching

2.6 identify methods to support participant development

2.7 identify sources of feedback which will support

participants’ development

2.8 explain the importance of gaining feedback from

participants

3 understand the how

the stages of participants’ development impact on their coaching

3.1 describe the progressive stages of development through

maturity

3.2 identify how the participants’ stage of development

affects the content of coaching sessions

3.3 identify how participants’ stage of development impacts

on the coaching environment

3.4 identify what influence training and competition have

throughout the different stages of development




4 understand the

principles of evaluation in coaching.

4.1 explain the principles of evaluating coaching sessions

4.2 identify a variety of evaluation methods that can be used

to monitor participants’ development and learning

4.3 identify types of information that can be gathered to

monitor participants’ development and learning

4.4 identify appropriate other people who can contribute to

the evaluation of coaching sessions

4.5 describe how and when to gather information on current

coaching practice from participants and others

4.6 explain how the feedback from participants and others

should impact on future coaching practice

4.7 describe how to develop and record a personal action

plan to improve own coaching practice, including highlighting opportunities for continuous professional development

Assessment guidance



Title: Supporting participants’ lifestyle through coaching sport

Level: 2

Credit value: 2

Unit Aim:

This unit assesses the coach’s understanding of the lifestyle factors of nutrition, physical conditioning, mental preparation and awareness of drugs, which underpin performance in sport



1 understand basic

nutrition and hydration principles for sports performance

1.1 identify the five different food/nutritional groups

1.2 describe the principles of good nutrition as it relates to

sports performance

1.3 describe the principles of hydration

1.4 identify the signs and symptoms of dehydration

1.5 describe the principles of weight management as

appropriate to specific sports

1.6 explain how best to achieve optimum nutrition and

hydration levels before, during and after training and competition

2 understand physical

conditioning for sport

2.1 identify the components of physical and skill-related

fitness

2.2 describe the physical capabilities required for a sport

2.3 describe the principles of injury prevention in training

2.4 describe how to support participants in the management

of injury

2.5 identify methods of training different physical components

in participants

2.6 identify the basic anatomy and biomechanical demands of

a sport related activity

2.7 identify specific physical testing protocols for a sport

related activity

2.8 identify methods to enhance participant recovery time

from session to session




3 understand principles

of mental preparation in sport

3.1 identify the mental capabilities required for a sport related

activity

3.2 identify key methods for improving participants’:

confidence

concentration

motivation

emotional control

cohesion

3.3 describe the principles of participants’ development at the

different stages of cognitive, emotional and social development

3.4 outline how a coach can profile participants’ mental skills

3.5 describe the basic coach intervention techniques for

developing mental skills for training and competition

4 understand how to

support participant awareness of drugs in sport.

4.1 outline the ethical issues surrounding drug taking in sport

4.2 identify sources of information on drugs in sport

4.3 outline the consequences for participants in taking

supplementation or prescription medicines

Assessment guidance



Title: Understanding the principles of safe and equitable coaching practice

Level: 2

Credit value: 2

Unit Aim:

This unit assesses the coach’s understanding of how to ensure that their coaching is safe and equitable.



1 understand how to

ensure participants’ safety during sport-specific coaching sessions

1.1 describe the health and safety requirements that are

relevant to planned sport-specific activities and competition

1.2 describe how to structure coaching sessions to minimise

the risk of injury to participants

1.3 explain how to plan for contingencies to coaching

sessions as a result of external influences

1.4 explain how to implement contingencies to coaching

sessions as a result of external influences

1.5 describe the principles for checking the safe functionality

of equipment used during sport-specific activities and competition

1.6 outline the main rules/regulations of the sport/activity

appropriate to the level of the participants

1.7 explain how to interpret and communicate the

rules/regulations of the sport/activity to participants

1.8 describe the coach’s duty of care responsibilities for

participants, including children

1.9 outline the coach’s responsibilities for ensuring that the

coaching environment is maintained appropriately

1.10 describe the following requirements for ensuring the

protection of children from abuse: legal requirements sport-specific requirements

1.11 describe the insurance requirements on a coach

operating in a coaching environment




2 understand how to

ensure equitable coaching of sport-specific activities.

2.1 describe the following requirements impacting on

equitable coaching: legal requirements sport-specific requirements

2.2 explain the purpose of sport-specific codes of practice for

coaching

2.3 explain how sport-specific codes of practice for coaching

impact on coaching behaviour

2.4 describe methods to minimise barriers to participant

development

2.5 explain what information is required in order to provide

appropriate and safe opportunities for disabled participants and specific populations

2.6 describe the nature of impairments and how their

implications may affect aspects of the coaching process

2.7 describe how to identify coaching styles/delivery methods

appropriate to variations in participant, task and environment

2.8 describe how and when to involve support staff to ensure

participants’ needs are provided for within the coaching activity

2.9 describe how to adapt and progress activities and

sessions

2.10 describe how to prepare athletes for competition

2.11 identify types of performance enhancing drugs and illegal

substances

2.12 explain how a coach can discourage the use of

performance enhancing drugs and any illegal substances

Assessment guidance



Title: Plan a series of tennis coaching sessions in the workplace

Level: 2

Credit value: 5

Unit Aim:

This unit assesses the planning of a series of linked tennis coaching sessions in the workplace, which includes reviewing participant(s)’ needs and establishing goals for tennis coaching sessions, producing plans for individual coaching sessions within the series that support participant(s)’ needs and identified goals, and planning for the evaluation of the series of tennis coaching sessions.



1 be able to review the

needs of participant(s) for a series of tennis coaching sessions

1.1 collect accurate and up-to-date information relevant to the

participant(s) and the series of tennis coaching sessions

1.2 handle confidential information appropriately

1.3 analyse the information to identify participant(s) needs and the

implications for the series of coaching sessions

1.4 identify the overall aims of the series of coaching sessions

1.5 identify the success criteria for the series of coaching sessions

1.6 refer participant(s) whose needs and potential cannot be met

to a competent person or agency

2 be able to produce a

series of tennis coaching session plans

2.1 identify goals for each session in the series that meet the

needs of the participant(s)

2.2 ensure individual session goals are consistent with the overall

aims of the series of sessions

2.3 ensure session plans are consistent with own level of

competence

2.4 ensure session plans enable participant(s) to develop at an

appropriate rate

2.5 identify activities and coaching styles for each session in the

series that will motivate participant(s) and achieve the planned goals

2.6 ensure plans include realistic timings, sequences, intensity

and duration of activities

2.7 ensure plans have a balance of instruction, activity and

discussion

2.8 identify the resources needed for each session in the series

2.9 ensure plans are consistent with accepted good practice for

tennis




3 be able to plan the

evaluation of a series of tennis coaching sessions

3.1 identify the success criteria for the series of coaching

sessions consistent with the goals of the individual sessions in the series

3.2 identify the information needed to evaluate the series of

coaching sessions

3.3 identify how and when the information will be collected

3.4 identify how the information will be analysed

Assessment guidance

This unit must be assessed in a tennis coaching workplace. To complete this unit the learner is required to evidence: The production of a minimum of 16 coaching session plans

for tennis, all of which must be linked and progressive;

4 of which must be linked and progressive in the context of coaching groups of adults;

4 of which in the context of coaching groups of juniors aged 5-9;

4 of which in the context of coaching to groups of juniors aged 9-16;

4 of which in the context of coaching an individual (either juniors (5-9 or 9-16) or adults).

The planned sessions must be of a minimum of 45 minutes in duration but applicable to the stage of development of the players. All sessions must be drawn from the Level 2 technical syllabus developed for coaching tennis in the workplace. Within this unit the following breadth of knowledge is expected to be assessed: Information – expected participant(s), participant(s)’ stage

of development, impairment, medical conditions, aims of the programme of which the sessions are a part, appropriate learning styles, evaluations and action plans of other relevant sessions, planned environments for the sessions



Resources – environment for the sessions, equipment for the sessions, personal clothing and equipment, support from other staff


Title: Prepare the tennis coaching workplace

Level: 2

Credit value: 4

Unit Aim:

This unit assesses the provision of resources for a tennis coaching session in the workplace, assessing and minimising risk, establishing and maintaining working relationships with participant(s) and other people and the safeguarding and protecting of children and vulnerable adults during a tennis coaching session.



1 be able to prepare

resources for a tennis coaching session

1.1 identify resources needed for the coaching session

1.2 ensure resources meet national requirements

1.3 handle equipment safely

1.4 organise the resources appropriate to participant(s) and

planned sessions

1.5 ensure the tennis coaching environment is safe, appropriate

and conducive to learning for all participants

1.6 ensure other people involved in the session have the

information they need

2 be able to assess and

manage possible risks in the tennis coaching environment

2.1 identify and take account of existing risk assessments for:

the activities the resources the participant(s)

2.2 check the environment in which the sessions will take place

2.3 check any participant medical conditions or other special

needs

2.4 identify possible hazards

2.5 assess the likelihood and severity of the harm that hazards

might cause

2.6 identify how to minimise these risks

2.7 identify and comply with normal operating and emergency

procedures for the coaching environment

2.8 get advice from a competent person if there are hazards or

risks outside own level of competence to assess




3 be able to establish

and maintain working relationships

3.1 establish effective rapport with participant(s) and others

involved in the coaching sessions

3.2 communicate effectively with participant(s) and others

involved in the coaching sessions

3.3 give participant(s) and other people time, attention and

support relevant to their needs

3.4 demonstrate active listening skills

3.5 manage any conflict that occurs

3.6 ensure working relationships take account of equality and

diversity and are in line with relevant codes of practice

4 be able to safeguard

and protect children and vulnerable adults

4.1 identify guidelines for safeguarding and protecting children

and vulnerable adults

4.2 identify how guidelines relate to own job and area of work

4.3 follow relevant procedures for safeguarding children and

vulnerable adults

4.4 follow relevant procedures for protecting self from potential

accusations

4.5 identify possible signs of abuse

4.6 identify, record and report any concerns about the welfare

of children and vulnerable adults

4.7 maintain confidentiality as appropriate

Assessment guidance

This unit must be assessed in a tennis coaching workplace. To complete this unit learners are required to evidence: The production of a minimum of 16 coaching session plans

for tennis, all of which must be linked and progressive;





The planned sessions must be of a minimum of 45 minutes in duration but applicable to the stage of development of the players.


Assessment guidance

(cont)

All sessions must be drawn from the Level 2 technical syllabus developed for coaching tennis in the workplace. Within this unit the following breadth of knowledge is expected to be assessed: Information – expected participant(s), participant(s)’ stage






Title: Deliver a series of tennis coaching sessions in the workplace

Level: 2

Credit value: 5

Unit Aim:

This unit assesses the delivery of a series of linked tennis coaching sessions in the workplace, including preparing the participant(s) to take part, delivering the session, developing participant performance and concluding the session.



1 be able to prepare

participant(s) for tennis coaching sessions

1.1 meet the participant(s) punctually

1.2 ensure the participant(s) feel welcome and at ease

1.3 record attendance at the session

1.4 ensure participants are at a level of experience, ability and

physical readiness to participate safely

1.5 ensure participant(s) have the correct equipment and clothing

to participate

1.6 establish behaviour rules for the session

1.7 deliver warm-up activities appropriate to the session and

participant(s)

1.8 ensure participant(s) understand the importance of warming

up

1.9 assess participant(s) performance

1.10 revise plans for the session if necessary

1.11 ensure participant(s) understand and agree with the goals for

the session

2 be able to deliver tennis

coaching sessions

2.1 provide participant(s) with clear information about the

activities and how they support participant(s) goals

2.2 ensure activities maximise participant(s) learning

2.3 provide technically correct explanations and demonstrations

appropriate to participant(s) needs and level of experience

2.4 motivate participant(s) appropriate to their needs and in line

with accepted good practice

2.5 ensure activities provide a level of challenge appropriate to

participant(s) needs and level of experience

2.6 ensure all participant(s) have the opportunity to take part in

activities

2.7 carry out emergency procedures when necessary




3 be able to develop

participant(s) performance during tennis coaching sessions

3.1 observe and analyse participant(s) performance

3.2 identify participant(s) strengths and weaknesses

3.3 agree priorities for improvement with participant(s)

3.4 use coaching methods and practices to address participant(s)

strengths and weaknesses

3.5 maintain the pace of the session appropriate to the needs of

participant(s)

3.6 provide feedback to participant(s) which is timely, clear and

appropriate to participant(s) goals

3.7 adapt the session to respond to changes in participant(s)

needs

3.8 adapt the session to respond to new learning opportunities

that may occur

3.9 provide opportunities for participant(s) to reflect on their

learning and apply their reflections to their performance

3.10 encourage participant(s) to take responsibility for their own

learning

3.11 use a clear session structure to develop participant(s)

performance

4 be able to conclude

tennis coaching sessions

4.1 ensure there is sufficient time to conclude the session

4.2 encourage participant(s) to provide feedback and identify further needs

4.3 provide participant(s) with feedback on their performance relating to their goals

4.4 deliver cool down activities appropriate to the session and participant(s)

4.5 ensure participant(s) understand the importance of cooling down

4.6 provide participant(s) with information relating to future sessions and any actions to be taken before the next session

4.7 ensure participant(s) depart from the session safely

4.8 follow procedures for checking and dealing with equipment used

4.9 ensure the coaching environment is left in a condition

suitable for future use


Assessment guidance

This unit must be assessed in a tennis coaching workplace. To complete this unit learners are required to evidence the delivery of: a minimum of 16 coaching session plans for tennis, all of

which must be linked and progressive;





The planned sessions must be of a minimum of 45 minutes in duration but applicable to the stage of development of the players. All sessions must be drawn from the Level 2 technical syllabus developed for coaching tennis in the workplace. Within this unit the following breadth of knowledge is expected to be assessed: Information – expected participant(s), participant(s)’ stage






Title: Monitor and evaluate tennis coaching sessions in the workplace

Level: 2

Credit value: 5

Unit Aim:

This unit assesses the monitoring and evaluation of a series of linked and progressive tennis coaching sessions in the workplace, including evaluating participant performance, coaching sessions and own coaching practice.



1 be able to evaluate

participant(s) performance in tennis coaching sessions

1.1 carry out participant evaluations according to the session

evaluation plan

1.2 ensure participant(s) are involved in the evaluation process

1.3 review participant(s) performance

1.4 measure participant(s) progress against planned goals

1.5 communicate evaluation with participant(s)

1.6 agree with participant(s) how to progress or adapt their

goals

1.7 ensure participant evaluations are recorded for future

reference


tennis coaching sessions

2.1 carry out session evaluations according to the session

evaluation plan

2.2 review all aspects of the planning and delivery of the

session

2.3 use feedback from participant(s) and other people involved

in the session to evaluate the session

2.4 identify how the outcomes and feedback met the goals of

the session

2.5 identify the effectiveness of the activities within the session

2.6 identify the effectiveness of own management of the

session, including health, safety and welfare issues

2.7 identify how future sessions could be improved

2.8 discuss evaluations with an appropriate colleague for

additional feedback

2.9 ensure session evaluations are recorded for future

reference





and improve personal tennis coaching practice

3.1 review evaluations of previous sessions and feedback from

relevant colleagues

3.2 ensure own knowledge is up-to-date with current

developments in tennis

3.3 ensure own knowledge is up-to-date with current

developments in coaching practice

3.4 identify areas for development in own tennis coaching

practice

3.5 produce a personal action plan to develop own tennis

coaching practice

3.6 take part in development activities identified in personal

action plan

3.7 review progress against personal action plan and update

accordingly

Assessment guidance

This unit must be assessed in a tennis coaching workplace. To complete this unit learners are required to evidence the monitoring and evaluation of: a minimum of 16 coaching session plans for tennis, all of

which must be linked and progressive;





The planned sessions must be of a minimum of 45 minutes in duration but applicable to the stage of development of the players. All sessions must be drawn from the Level 2 technical syllabus developed for coaching tennis in the workplace.


Assessment guidance (cont)

Within this unit the following breadth of knowledge is expected to be assessed: Information – expected participant(s), participant(s)’ stage






Title: Deal with accidents and emergencies

Level: 2

Credit value: 2

Unit Aim:

This unit assesses the knowledge, understanding and practical skills required to follow emergency procedures, and deal with accidents and emergencies effectively in the workplace.



1 deal with injuries and

signs of illness

1.1 remain calm and follow their organisation’s procedures

1.2 protect the casualty and other people involved from further

risk

1.3 call for qualified assistance that is appropriate to the

casualty’s condition

1.4 provide reassurance and comfort to those involved

1.5 give the qualified assistance clear and accurate information

about what happened

1.6 follow the accident reporting procedures, as required

2 follow emergency

procedures

2.1 give the people involved in the emergency clear and correct

instructions

2.2 carry out their role in the emergency procedures calmly and

correctly

2.3 maintain the safety of the people involved

2.4 follow the correct procedures for reporting the emergency

2.5 report any problems with the emergency procedures to the

relevant colleague

3 know how to deal with

injuries and signs of illness

3.1 describe the values or codes of practice relevant to the work

they are carrying out

3.2 explain the importance of dealing with accidents and

emergencies promptly, calmly and correctly

3.3 identify the types of injuries and illnesses that may occur in

their area of work

3.4 describe how to deal with these injuries and illnesses before

qualified assistance arrives

3.5 identify whether to contact the on-site first aider or

immediately call the emergency services depending on the situation and organisational procedures




3 know how to deal with

injuries and signs of illness (cont)

3.6 identify who is the on-site first aider and describe how to

contact them

3.7 describe the procedures they should follow to contact the

emergency services

3.8 explain why it is important to protect the casualty and

others involved from further harm

3.9 describe the procedures to follow to protect the casualty

and others

3.10 explain why it is important to provide comfort and

reassurance

3.11 describe how to provide reassurance and comfort

3.12 describe their responsibilities for reporting accidents

3.13 describe the procedures for reporting accidents

4 know how to follow

emergency procedures

4.1 describe the emergency procedures in their place of work

for: fires security incidents missing persons

4.2 describe the instructions that must be given to the people

involved in each type of incident

4.3 describe their organisation’s reporting procedures for

emergencies

4.4 describe the types of problems that may occur during

emergency procedures

4.5 explain why they should report problems with emergency

procedures

4.6 identify who problems with emergency procedures should

be reported to


Assessment guidance

Outcomes 1 and 2 must be assessed using either workplace evidence generated when the learner is dealing with accidents and emergencies, or through realistic simulations. Outcome 1 Whilst dealing with injuries and signs of illness the learner must cover one of the following types of casualties: a adult b child c person with particular needs d at least one of the following types of qualified assistance: e the organisation’s first aider f emergency services and at least one of the following types of conditions: g minor injury that can be dealt with on-site h minor illness that can be dealt with on-site i major injury requiring medical attention j major illness requiring medical attention If the learner can only cover one type of casualty, one type of assistance and one type of condition through workplace evidence or simulation, they must be questioned on the rest. Outcome 2 Whilst following emergency procedures, the learner must cover at least one of the following types of people: a adults b children c people with particular needs If the learner can only cover one type of people through workplace evidence or simulation, they must be questioned on the rest. Outcomes 3 and 4 These can be assessed by: professional discussion oral questions and answers • questions requiring written answers


Title: Rules, Regulations and Officiating in Sport

Level: 2

Credit value: 4

Unit Aim:

This unit assesses the learner’s ability to apply rules and regulations and to officiate in a selected sport.



1 know the roles, skills,

knowledge and responsibilities of sports officials

1.1 identify different types of sports officials

1.2 identify different roles of officials in sport

1.3 identify skills and knowledge required to be an effective

official in sport

1.4 outline the responsibilities of sports officials

2 know the rules and

regulations of a sport

2.1 identify the key rules of a sport

2.2 identify the laws and regulations of a sport

3 be able to review the

performance of officials in sport

3.1 complete observation feedback forms on sports officials

3.2 identify strengths and areas for development in the

performance of sports officials

3.3 describe how to review the performance of officials

4 be able to officiate a

sport

4.1 carry out an officiating role in a sport

4.2 review own performance

4.3 evaluate own strengths and areas for development in

performance as a sports official

4.4 describe how to carry out the role of a sports official

4.5 describe methods to improve performance as a sports

official

Assessment guidance

Learners must provide evidence that they are able to meet all learning outcomes and assessment criteria.


Title: Customer service skills for sport and leisure

Level: 2

Credit value: 3

Unit Aim:

This unit assesses the learner’s knowledge and understanding of the principles and benefits of providing good customer service. It also assesses the skills needed to provide good customer service for different sport and active leisure customers in different situations.



1 understand the

principles of exceptional customer service in sport and leisure

1.1 Explain the different elements of customer service

1.2 Describe methods of communication for both internal and

external customers

1.3 Identify methods of prioritising customers needs and

encouraging them to buy again

2 know the skills used to

deliver exceptional customer service

2.1 Describe the customer service skills needed when working

with specific customer groups

2.2 Identify what leadership skills are needed to deliver

exceptional customer service

2.3 Describe how to reduce and resolve conflict in sport and

leisure

3 understand the

importance of exceptional customer service in the sport and leisure industry

3.1 Explain the importance of communication working with

specific customer groups

3.2 Identify the importance and impact of teamwork on

customer service delivery

3.3 Assess their own performance of customer service

3.4 Identifying opportunities and achievements created from

customer service

3.5 Explain ways in which the customer service could be

improved




4 be able to deliver

exceptional customer service in sport and leisure

4.1 Respond to different customers and situations in sport and

leisure using the suitable communication method

4.2 Resolve customer complaints within limits of own authority

4.3 Adapt their style of customer service and communication as

circumstances change

4.4 Present a solution to a customer problem

4.5 Obtain feedback from the customer on their experience, including what went well and how the service could be improved

Assessment guidance

Learners must provide evidence that they are able to meet all learning outcomes and assessment criteria. Evidence must be gathered from a workplace environment, simulation is not permitted.


Optional Units Learners must achieve an additional 4 credits (minimum) through completion of one or more of the optional units.

Title: Anatomy and Physiology for Sport

Level: 2

Credit value: 5

Unit Aim:

This unit assesses underpinning knowledge of the function and structure of the basic systems in the human body, linking to exercise and sporting activities.



1 know the structure and

function of the skeletal system

1.1 describe the structure and function of the skeletal system

1.2 describe the different types of joint and the movements

allowed at each


function of the muscular system

2.1 identify the major muscles of the body

2.2 describe the different types of muscle and muscle

movements


function of the cardiovascular system

3.1 describe the structure and function of the cardiovascular

system


function of the respiratory system

4.1 describe the structure and function of the respiratory

system

Assessment guidance



Title: Understanding the role of nutrition in exercise

Level: 2

Credit value: 3

Unit Aim:

This unit assesses knowledge and understanding of of the role of carbohydrates, fats, proteins, vitamins and minerals in a healthy diet, the nutritional requirements for optimum exercise performance and how this varies for different exercise.



1 understand diet and

nutrition for exercise

1.1 describe the Eat Well Plate

1.2 describe the function of nutrients

1.3 describe the types of carbohydrates used within the body

for health and exercise

1.4 describe the glycemic index of a food

1.5 describe how fats and proteins are used within the body for

health and exercise

1.6 identify the role of key vitamins for health and exercise

1.7 explain how minerals work and their importance for exercise

and fitness

2 understand energy

requirements for exercise

2.1 calculate how much energy we require

2.2 explain how metabolism works

2.3 identify the energy systems used in different types of

exercise

2.4 describe sources of energy from food

2.5 identify the factors affecting an individual’s energy

requirements

2.6 describe the relationship between energy intake, energy

expenditure and weight

2.7 identify the role of exercise for energy balance and weight

management

2.8 describe the importance of food choice for personal

exercise




3 understand fluid

replacement for exercise

3.1 explain why the body needs regular fluid intake

3.2 describe why fluid replacement is important during exercise

3.3 identify appropriate fluid intake for different exercises

3.4 describe the effect of dehydration on the body

3.5 describe when to replace fluid for improved exercise

performance – before, during and after exercise

Assessment guidance



Title: Working with Participants with Disabilities in Sport and Active Leisure

Level: 2

Credit value: 7

Unit Aim:

This unit assess the learners’ ability to provide an inclusive environment when delivering sporting activities, and ultimately improving the performance of disabled athletes.



1 describe the key

issues which affect participants with disabilities

1.1 outline key considerations when working with participants

with disabilities/impairments

1.2 describe the models of disability

1.3 outline barriers to participation for people with disabilities

1.4 describe the pathways in which participants with disabilities

can be included in sport and leisure activities

1.5 describe examples of sport and leisure activities that can be

accessed by participants with disabilities

1.6 outline the purpose of key organisations associated with

disability in sport and active leisure in the uk

1.7 outline the main acts of parliament and practices that

relates to working with participants with disabilities

1.8 explain how facilities may be adapted for participants with

disabilities in the sport and active leisure industry

2 review safe working

practices

2.1 follow health and safety procedures

2.2 carry out risk assessments

2.3 review eops/nops (emergency operational

procedures/normal operational procedures)

2.4 identify potential additional health and safety issues for

working with participants with disabilities

2.5 identify additional hazards that may need to be considered

when working with participants with disabilities

2.6 explain the importance of carrying out a risk assessment

2.7 outline the key stages of a risk assessment

2.8 describe procedures for controlling the risk arising from

hazards




2 review safe working

practices (cont)

2.9 identify key features of EOPs/NOPs (Emergency

Operational Procedures/Normal Operating Procedures)

2.10 describe the types of specialist equipment that may be

required for participants with disabilities

2.11 explain the importance of reviewing health and safety

practices

3 lead sport and leisure

activities for participants with disabilities

3.1 prepare to deliver sport and leisure activities to participants

with disabilities

3.2 deliver sport and leisure activities to participants with

disabilities

3.3 communicate effectively with participants with disabilities

3.4 use resources effectively with participants with disabilities

3.5 review sport and leisure activities

3.6 outline the considerations when preparing to deliver sport

and leisure activities for participants with disabilities

3.7 outline the importance of profiling

3.8 outline communication issues that may arise when working

with participants with disabilities

3.9 identify communication skills and methods that may be

required to work effectively with participants with disabilities

3.10 describe types of resources that may be required to deliver

effective sport and leisure activities for participants with disabilities

3.11 outline the importance of feedback and evaluation

3.12 outline key features of an effective session

Assessment guidance



Title: Talent identification in sport

Level: 2

Credit value: 3

Unit Aim:

This unit assesses knowledge and understanding of the importance and relevance of talent identification and development systems in sport and competition pathways.



1 know the predictors

used to identify potential and talent in sport

1.1 define talent identification

1.2 identify potential predictors of talent in sport

1.3 describe how predictors are used to identify potential

participation pathways

2 understand how

sporting talent is developed and maintained

2.1 outline the aim of the sports development continuum

2.2 identify key personnel who contribute to the success of

talent development

2.3 identify factors which impact on talent development

2.4 describe methods used to engage individuals with talent

3 understand reasons

for developing talent identification systems

3.1 explain the importance of investing in talent identification

systems

3.2 describe benefits of talent identification systems to

individuals

3.3 describe benefits of talent identification systems to

organisations

3.4 identify threats to the success of talent identification

systems

Assessment guidance



Title: Organise and deliver a sports event or competition

Level: 2

Credit value: 1

Unit Aim:

This unit assesses the ability to organise and run a sports event/competition under appropriate supervision, and to conduct a review of it.



1 understand the

different types of event and competition.

1.1 describe the differences between an event and a

competition

1.2 compare the different event/competition formats and

describe any advantages/disadvantages for the participants

2 take part in the

planning of an event or competition.

2.1 describe the roles and responsibilities needed to plan and

lead an event or competition

2.2 agree own role and assist in the planning of an event or

competition

3 assist in the leadership

of an event or competition.

3.1 act as the umpire/referee

3.2 assist in the leadership of an event or competition

3.3 build good working relationships with the other members of

the group

4 evaluate an event or

competition.

4.1 evaluate the success of the event or competition.

4.2 outline the role that they played in the management of the

event or competition

4.3 give examples of how the evaluation will be used when

leading future events or competitions

Assessment guidance

Learners must provide evidence that they are able to meet all learning outcomes and assessment criteria. Learners evidence should come from a real working environment.
