L1 Coaching Swimming Specifications

8/7/2019 L1 Coaching Swimming Specifications

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ASA UKCC Level 1 Award Coaching Swimming (QCF)Estimated Contact hours: 32

Qualification Entry RequirementsTo register on this qualification learners are required to be 15 years of ageTo attend a taught course learners must have turned 16 years of age before or on the final day of thequalificationTherefore, to be awarded the qualification learners must be 16 years of age

Period of Registration

Your registration for this qualification (ASA UKCC Level 1 Award in Coaching Swimming (QCF)) is valid for 18months, this commences from the start date of the course. It is expected that you will complete all aspects of the qualification and that an application for certification will be made within your period of registration. If you

are unable to complete your qualification within the set period you may apply, with good reason, via yourApproved Centre to extend your registration by up to six (6) months.

Structure of the Qualification

The ASA UKCC Level 1 Award in Coaching Swimming comprises of seven (7) units (see Figure 1). Units 101 – 104are common units which are generic across all Level 1 Aquatic Awards, Units 105 – 107 are more focused onthe technical aspects of the discipline and its delivery, therefore Units 105 – 107 for this qualification arefocused on the technical application of coaching swimming.

UnitNumber Unit Title Credit Level

C o m m o n U n i t

101 Understanding the FUNdamentals of coaching/teaching sport 1

1

102 Understanding the principles of planning coaching/teaching activities in sport 1

103 Understanding the principles of conducting coaching/teaching activities in sport 1

104 Understanding the principles of evaluating coaching/teaching activities in sport 1

T e c h n i c a

l

U n i t s

105 Planning coaching activities in swimming 2

106 Conducting coaching activities in swimming 1

107 Evaluating coaching activities in swimming 1

Figure 1: Structure of the ASA UKCC Level 1 Award in Coaching Swimming

Each unit has specific learner outcomes and assessment criteria which must be followed and met in order toachieve successful completion of a unit. Learners will be required to deliver, under the observation of anappropriately qualified assessor, one (1) coaching/teaching session for the duration of 15 minutes.

Qualification Achievement

In order to be eligible for certification of the ASA UKCC Level 1 Award in Coaching Swimming qualification allunits must be successfully achieved. It is therefore important to clarify:

In order to achieve a unit all assessment criteria must be achieved

In order to achieve the qualification all units must be achievedIn order to achieve the qualification the minimum number of credits must be achieved

There is no grading criterion for this qualification; you will either achieve a pass or fail.



Unit content

Discipline: Coaching (Swimming) Credit Value: 1

Unit Code: 101Unit Level: Understanding the FUNdamentals of Coaching/Teaching Sport

Learner Outcomes Assessment Criteria

1. Know how to establishand maintain aneffective, fair andequitablecoaching/teachingenvironment

1.1 Outline why it is important to communicate clearly with participants andcolleagues

Communicate: verbal e.g. questions and answers, command, discussion,listening; non-verbal e.g. body language, positioning, mime, gesture, activitycards, models, posters, instruction, demonstration, information gathering

through senses

Participants: e.g. male, female, child, adult, veteran, vulnerable, novice,experienced, elite, parents

Colleagues: e.g. other teachers, support staff, senior teacher

Tutor guidance: Candidates need to be able to outline the importance of bothverbal and non-verbal communication, covering, as a minimum three (3) of theabove methods. They need to relate their responses to at least two (2) different types of participants and two (2) different types of colleague.

Assessment Activity: Task 1 - 101.1 - 1.1

1.2 Outline what might happen if communication is not clear

Assessment Activity: Task 2 - 101. 1 – 1.2

1.3 Outline why equality and diversity are important in working withparticipants and colleagues

Equality and diversity: e.g. participants and colleagues with special educationalneeds, medical conditions, emotional needs, behavioural problems, disability,different gender, age, ability, race, sexual orientation

Tutor guidance: Candidates need to be able to outline the importance of treating participants and colleagues fairly and recognising possible diversity.Their responses should relate to, as a minimum, three (3) of the aboveexamples.


1.4

State how to treat people equally and respect their individuality




Learner Outcomes Assessment Criteria1. Know how to establishand maintain aneffective, fair andequitablecoaching/teachingenvironment (cont)

1.5 Identify how to dress and present self at work

Dress and present: Dress e.g. teaching attire; present e.g. personalappearance, language, appropriate behaviour, coaching demeanour

Tutor guidance: Candidates need to identify, as a minimum, three (3) key aspects of dress and three (3) key ways they should present themselves whilst coaching/teaching.


1.6 Identify examples of positive behaviour when coaching/teachingparticipants

Positive behaviour : e.g. encouragement, praise, feedback, enthusiasm,listening, managing behaviour, liaison with parents, liaison with colleagues

Tutor guidance: Candidates need to identify at least three (3) examples of positive behaviour


1.7 Outline why dress, appearance and behaviour are important at work




Learner Outcomes Assessment Criteria2. Understand theprinciples of coaching/teaching

2.1 Outline why teamwork is important in providing good levels of service

Teamwork : e.g. supporting colleagues, sharing information, giving advice andguidance

Levels of service : e.g. improving coaching experience, excellent customercare, providing feedback, participant progress

Tutor guidance: Candidates need to outline, (as a minimum, two (2) elementsof teamwork and two (2) examples of where teamwork helps provide good levels of service


2.2 Outline why it is important to always try to improve own work

Improve: e.g. improve communication, improve planning, improve time-management, improve fault diagnosis, improve feedback

Tutor guidance: Candidates need to outline the importance of improving two(2) aspects of performance.


2.3 Outline why feedback from colleagues and participants is important

Feedback: e.g. group discussion, other staff, senior coach, previousevaluations, verbal participant feedback, parent feedback

Tutor guidance: Using two (2) methods of feedback as a minimumcandidates need to describe why feedback from colleagues is important aswell as feedback from participants

Assessment Activity: Task 9 - 101.2 – 2.3

2.4 Identify how to use feedback from colleagues and participants toimprove own work

Use feedback: e.g. participant development, development of skills andknowledge, shape future development, action planning

Tutor guidance: Candidates need to identify three (3) ways, as a minimum, inwhich feedback can be

used to improve their own work




Learner Outcomes Assessment Criteria3. Know how to establishand maintain a safecoaching/teachingenvironment

3.1 Outline why safeguarding children and vulnerable people is important

Safeguarding children and vulnerable people: identifying common signs andindications of abuse – (physical, emotional, sexual, neglect, bullying);appropriate coach behaviour; reporting concerns.

Tutor guidance: Candidates need to outline why it is important to be able toidentify possible signs of abuse, the importance of conducting themselvescorrectly during coaching, and associated sessions and the importance of reporting concerns promptly in the correct manner


3.2

Identify the procedures for safeguarding children and vulnerablepeople

Procedures: e.g. Criminal Records Bureau (CRB) certificates, Vetting andBarring scheme, centre devised policies; ASA procedures (such as Swim-Line,code of ethics, other support)

Tutor guidance: Candidates need to identify the relevant procedures they should follow to help safeguard children and vulnerable adults and two (2)

ASA procedures, as a minimum, in place to support them.


3.3 Describe the values or codes of practice relevant to own work

Values or codes of practice: ASA codes of ethics to support coaching/teachingin swimming and associated disciplines

Tutor guidance: Candidates need to be able to describe the key ASA valuesand codes of practice in place to support coaching/teaching in swimming and associated disciplines*


3.4 Explain the importance of dealing with accidents and emergencies promptly, calmly and correctly

Accidents and emergencies: accidents e.g. trips and slips, collisions;emergencies e.g. swimmer in difficulty, lost person, fire, threateningbehaviour

Tutor guidance: Candidates need to explain the importance of dealingcorrectly with, as a minimum, two (2) types of accidents and two (2) types of emergencies




* The ASA code of ethics can be found at http://www.swimming.org/library/document/the-asa-code-of-ethics and should be used to support criteria three (3).** Wave power ASA guidance on safeguarding good practice can be found athttp://www.swimming.org/library/document/wavepower-2009-11-section-1

Learner Outcomes Assessment Criteria3. Know how to establishand maintain a safecoaching/teachingenvironment (cont)

3.5 Identify the types of injuries and illnesses that may occur in own areaof work

Injuries and illnesses: injuries e.g. bruising, bleeding, fracture, shock, cardiacarrest; illnesses e.g. asthma, diabetes, viral infection

Tutor guidance: Candidates need to identify, as a minimum, two (2) types of injuries most likely to occur in a swimming environment and two (2) illnessesthat may occur during a coaching session


http://www.swimming.org/library/document/the-asa-code-of-ethics



http://www.swimming.org/library/document/wavepower-2009-11-section-1






Unit content


Unit Code: 102Unit Level: Understanding the principles of planning coaching/teaching activities in sport


1. Understand how toplan coaching/teachingactivities

1.1 Outline why it is important to plan and prepare for coaching/teachingsessions

Plan and prepare: participants e.g. participant numbers, ability, individual needs;physical resources e.g. equipment, pool requirements (times, area of pool),teaching aids; human resources e.g. support staff, lifeguards; sessionrequirements e.g. timings, aims and objectives, session structure

Tutor guidance: Candidates need to be able to outline the importance of including participant needs, physical and human resource needs and sessionrequirements in their planning and preparation. For each of these areas they need to cover, as a minimum, two (2) considerations.

Assessment Activity: Task 1 – 102.2 – 1.1

1.2 Describe how to identify who has responsibility for different aspects of sessions

Different aspects of sessions: marketing and enrolment, getting participantsready for the session, session delivery, feedback to parents, participantadvancement

Tutor guidance: Candidates need to identify who has responsibility for each of the different aspects above


1.3 Outline why it is important to work closely with the person with overall

responsibility for sessions


1.4 Identify the types of information needed to plan an activity within sessions

Types of information: participant information e.g. numbers, gender, ability,individual needs; resource information e.g. equipment available, time available,staff available

Tutor guidance: Candidates need to identify, as a minimum, three (3) types of

participant information and three (3) types of resource information.





1. Understand how toplan coaching activities(cont)

1.5 Outline the types of information that may be confidential

Assessment Activity: Task 2 – 102.1 – 1.51.6 Outline how to deal with confidential information


1.7 Outline why it is important to use evaluations of other activities whenplanning new activities

Evaluations of other activities: evaluations from previous sessions, evaluations of sessions delivered by other staff

Tutor guidance: Candidates need to discuss the importance of not only their ownsession evaluations but those of sessions delivered by other staff as well.


1.8 Outline why it is important to make sure the planned activities meet theoverall aims of the sessions

Aims: SMART aims/targets – specific, measureable, achievable, realistic, time-bound

Tutor guidance: Candidates need to outline why it is important to meet SMART targets – indicating their understanding of what SMART targets/aims are.




Learner Outcomes Assessment Criteria2. Understand how to planfor a safecoaching/teachingenvironment

2.1 State why health, safety, cleanliness and tidiness are important in acoaching/teaching facility


2.2 Identify the procedures which must be followed for checkingcoaching/teaching facility areas and dealing with any problems found

Procedures: e.g. checks for hazards, checks for cleanliness, checks for waterstandards; procedures for recording data and reporting problems

Tutor guidance: Candidates must identify what procedures are in place at thecentre they coach/teach (using the examples of procedures given as a guide). It is important that they can also identify how information is recorded and how

issues are reported.


2.3 Outline the types of problems which may be found in acoaching/teaching facility area

Types of problems: e.g. damaged/missing equipment, water standards,damaged infrastructure, lack of medical equipment, damaged/missing safetyequipment, absence of lifeguards

Tutor guidance: Candidates need to outline, as a minimum, five(5) types of problems they may find in a coaching facility.


2.4 Outline the types of problems allowed to be dealt with by self


2.5 Describe the types of problems which should not be dealt with by self


2.6 Indicate who problems should be reported to


2.7 Outline health and safety requirements that cover own area of responsibility

Health and safety requirements: different levels – e.g. statutory requirement,NGB, industry COP; centre produced health and safety procedures

Tutor guidance: Candidates need to outline, both levels of health and safety requirements applicable to their coaching/teaching and level of responsibility Assessment Activity: Task 8 – 102.2 – 2.7



Learner Outcomes Assessment Criteria3. Understand how toprepare facilities andequipment forcoaching/teachingactivities

3.1 Identify the types of equipment which might be used incoaching/teaching sessions

Types of equipment: e.g. posters, activity cards, buoyancy aids, flippers,paddles

Tutor guidance: Candidates need to identify, as a minimum, three (3) types of equipment they may use in a coaching/teaching session.


3.2 Outline the main health and safety requirements for different items of coaching/teaching equipment

Health and safety requirements: e.g. suitable size for age, condition of equipment, suitability for use near water (electrical), potential effect on pool water (cleanliness)

Tutor guidance: Candidates need to identify, as a minimum, three (3) healthand safety considerations for coaching/teaching equipment they would beexcepted to use.


3.3 Outline safe manual lifting and handling procedures


3.4 Describe why using the safe manual lifting and handling procedures areimportant


3.5 Identify the types of faults and/or hazards which may occur withcoaching/teaching equipment

Types of faults and/or hazards: e.g. sharp/exposed edges, rips and tears, wearand tear, exposed wires/damage to flex

Tutor guidance: Candidates must identify, as a minimum, three (3) types of faults and/or hazards which could affect their coaching/teaching equipment.


3.6 Outline how to identify and report problems with coaching/teaching

equipment




Learner Outcomes Assessment Criteria3. Understand how toprepare facilities andequipment forcoaching/teachingactivities (cont)

3.7 Identify correct ways of setting up a range of coaching/ teaching equipment

Coaching/teaching equipment: e.g. timing clock, activity cards, posters,benches for demonstrations

Tutor guidance: Candidates need to identify (as a minimum) the correct way to set up two (2) different types of equipment.


3.8 Outline why it is important to check with a more senior colleague that

coaching/teaching equipment has been set up correctly




Learner Outcomes Assessment Criteria4. Understand how toprepare participants forcoaching/teachingactivities

4.1 State the procedures to follow when arranging coaching/teachingfacilities and equipment and giving information to participants

Procedures: e.g. booking, accessing facilities, providing own or using facility’sequipment

Information to participants: e.g. cost of sessions, standards of behaviour,booking procedure, competency requirements, time of sessions, progressionroutes

Tutor guidance: Candidates must state two (2) different proceduresapplicable to arranging coaching/teaching sessions and two (2) types of

procedures for giving information to participants.


4.2 Identify the appropriate requirements for dress and equipment for theactivities being coached/taught

Dress: appropriate attire. e.g. footwear, dry side clothing, wet side attire

Tutor guidance: Candidates are expected to identify the appropriatestandard of attire and self presentation expected from those membersdelivering activities poolside.


4.3 Outline how to give clear and correct demonstrations and explanationsof skills, techniques, rules, codes and health and safety requirements

Skills and techniques: relevant to swimming e.g. FUNdamental movements,buoyancy, movement through water, stroke techniques, entry and exitingwater

Rules, codes and health and safety requirements: e.g. safe behaviour inwater, ground rules, sanctions

Tutor guidance: Candidates need to outline how demonstration can aid and support explanations of four (4) skills and techniques required for swimmingand three (3) health and safety requirements.


4.4 Outline why it is important to answer participants questions


4.5 Outline why warm ups are important




Learner Outcomes Assessment Criteria4. Understand how to

prepare participants forcoaching/teachingactivities (cont)

4.6 Outline the types of warm up that are appropriate to activities being

coached/taught




Unit content


Unit Code: 103Unit Level: Understanding the Principles of Conducting Coaching/Teaching Activities in Sport


1. Understand how toconduct plannedcoaching/teachingactivities

1.1 Describe own responsibilities during sessions

Responsibilities: e.g. duty of care, supporting others, self-presentation,delivery of a pre-prepared session under direct supervision, motivation of self and others, enjoyment for participants, reporting problems, followingcode of ethics.

Tutor guidance: Candidates need to be able to describe five (5) areas of responsibility they would have during a session.


1.2 State the health and safety requirements relevant to the activitiesbeing coached/taught

Health and safety requirements: e.g. safety of swimmers; safety of self andother staff; safety of parents

Tutor guidance: Candidates need to state the relevant health and safety guidance with regard to swimmers, self/others and parents


1.3 Identify sport-specific techniques, skills, rules and codes of behaviour relevant to the activities being coached/taught

techniques and skills: relevant to aquatics e.g. FUNdamental movements,buoyancy, movement through water, stroke techniques, entry and exitingwater

rules and codes of behaviour: e.g. safe behaviour in water, ground rules,sanctions, rules/laws of the sport

Tutor guidance: Candidates need to identify, as a minimum, four (4) skills and techniques required for the coaching/teaching of aquatics. Candidates must also identify three (3) relevant rules/codes of behaviour.





1. Understand how toconduct plannedcoaching/teachingactivities (cont)

1.4 Outline how to select appropriate equipment for different participants

Different participants : e.g. male, female, child, adult, veteran, vulnerable,novice, experienced, elite

Tutor guidance: Candidates need to outline how to select appropriateequipment for three (3) different participant types.


1.5 Describe how to deal with accidents, injuries and illnesses


1.6 Identify the correct procedures for reporting accidents, injuries andillnesses


1.7 Detail own responsibilities when reporting accidents, injuries andillnesses

Responsibilities: relevant to the organisation; relevant to the NGB; relevantto law

Tutor guidance: Candidates need to describe their responsibilities withineach of the areas above (organisation, NGB, law)





2. Understand how tosupport participantbehaviour andperformance

2.1 Outline the importance of good communication with participantsduring sessions

Communication: Verbal e.g. questions and answers, command, discussion,listening; non-verbal e.g. body language, positioning, mime, gesture, activitycards, models, posters, instruction, demonstration, information gatheringthrough senses

Tutor guidance: Covering three(3) of the above methods, candidates must beable to detail the importance of both verbal and non-verbal communication.


2.2

Outline how to motivate and encourage participants without puttingthem under stress

Stress: e.g. pressure from coach, parents, peers, self

Tutor guidance: Candidates need to outline how to motivate and encouragewithout possible stress from all of the above


2.3 Describe ways in which participants’ behaviour can be managed during

sessions

Participants’ behaviour: e.g. ground rules, sanctions, time outs,disagreements, positive reinforcements

Tutor guidance: Candidates need to describe, as a minimum, three (3) waysin which participant behaviour can be managed.


2.4 Outline the coaching/teaching process as it applies to theimprovement

of participant performance

Coaching/teaching process: e.g. group organisation, use of a variety of equipment, use of game/activity cards, communication to allow learning totake place, awareness of areas of risk during teaching, operating from thepoolside and within the water

Tutor guidance: Candidates must outline five (5) aspects of thecoaching/teaching process.





2. Understand how tosupport participantbehaviour andperformance (cont)

2.5 Outline the importance of giving feedback to participants on what theyare doing

Feedback: e.g. timing, purpose, method, positive, negative, informative,constructive, praise

Tutor guidance: Candidates need to highlight the importance of, as aminimum, three (3) types of feedback.


2.6 Outline how to give feedback in a way that will help participants toimprove their performance


2.7 Identify appropriate times during an activity to provide feedback

Appropriate times: e.g. pre activity, during activity, post activity

Tutor guidance: Candidates are to identify what would be appropriate feedback at each of the times indicated above




Learner Outcomes Assessment Criteria3. Understand how toconcludecoaching/teachingactivities

3.1 Outline why it is important to allow enough time to finish an activity asplanned


3.2 Outline why it is important to cool down


3.3 Outline types of appropriate cool down exercises for the activities beingcoached/taught


3.4 Outline why it is important to get feedback from participants at the endof sessions

Feedback: e.g. formal feedback (recorded); informal feedback (non-recorded)

Tutor guidance: Candidates need to highlight why it is important to get both formal feedback and informal feedback.


3.5 Identify procedures for putting away equipment and tidying thecoaching/teaching facility


3.6 Outline how to identify faulty equipment and what to do with it

Faulty: e.g. sharp/exposed edges, rips and tears, wear and tear

Tutor guidance: Candidates need to describe how to identify, as a minimum,two (2) types of faulty equipment and the action required.


3.7 Outline why it is important to store equipment in the right place


3.8 Outline why it is important that storage areas should be clean, tidy andsecure




Unit content

Discipline: Swimming (Coaching) Credit Value: 1

Unit Code: 104Unit Level: Understanding the Principles of Evaluating Coaching/Teaching Activities in Sport


1. Understand how toevaluate coaching/teachingactivities

1.1 Outline why evaluating activity sessions is important

Evaluating: e.g. participant development, own development of skills andknowledge, shaping future development of participant and teacher, actionplanning

Tutor guidance: Candidates need to be able to outline the importance of evaluating of, as a minimum, three (3) aspects of a session.


1.2 Describe why it is important to compare what happened during asession with what was planned


1.3 Outline the importance of making positive use of the feedback fromothers, including participants and the person responsible for sessions

Feedback: e.g. on your performance, on the structure of the session, on theenjoyment levels, on achievement against set aims

Tutor guidance: Candidates need to outline the importance of using, as aminimum, two (2) types of feedback


1.4 Outline why it is important to record the results of the evaluation

Record: e.g. written records, video record, audio record, electronic records

Tutor guidance: Evaluations must include at least one (1) example from thelist above


1.5 Outline how to complete evaluation forms


1.6 State how to make use of past evaluations when planning and

conducting future activitiesAssessment Activity: Task 4 – 104.1 – 1.5




2. Understand how todevelop owncoaching/teachingpractice

2.1 Outline why it is important to always try to improve owncoaching/teaching


2.2 Identify how to ask colleagues for feedback on own work

Colleagues: e.g. other teachers, support staff, senior teacher

Tutor guidance: Candidates need to identify how to ask for feedback from aminimum of two (2) different types of colleague.


2.3 Outline why feedback from colleagues is important

Feedback: e.g. on your performance, the structure of the session, theenjoyment levels, achievement against set aims

Tutor guidance: Candidates need to outline two (2) different areas of feedback and highlight why its important to obtain.


2.4 Identify how to use feedback from colleagues to improve owncoaching/teaching


2.5 Outline why it is important to take part in training and education

Important: e.g. own development, swimmer development, maintainingcurrency of qualification, professional development

Tutor guidance: Candidates need to outline as a minimum three (3) sources of

education and training and outline the importance of two (2) reasons why it isimportant to continually upskill, train and develop.


2.6 Outline the sources of training and education available to improvecoaching/teaching practice

Sources of training and education: e.g. ASA, other NGBs, SCUK, FurtherEducation, Higher Education, Open University




Unit content


Unit Code: 105 Unit Level: Planning Coaching Activities

Learner Outcomes Assessment Criteria1. Plan coaching activities 1.1 Collect information needed to plan activities

Information : Participant information e.g. medical, disability, behavioural,emotional, social, educational, age, gender, physical condition, number, stageof development, previous experience.

Information : Other information e.g. layout/space, session structure,equipment needed, adaptations, delivery time.

Tutor guidance: Candidates need to collect sufficient information required to plan for a session effectively. This should include sessions for two (2) types of participants and take into account the necessary other considerations from theexamples above.

Assessment Activity

1.2 Deal with confidential information correctly

Confidential information: Information which should only be made known toothers with the participant’s agreement; e.g. participants’ medical conditions,addresses and telephone numbers.

Correctly : Data protection e.g. record keeping, disclosure of information.

Tutor guidance: Candidates need to deal with all confidential informationcorrectly, adhering to data protection legislation.

Assessment Activity

1.3 Produce plans for activities that meet the session’s aims

Plans: e.g. written plans.

Aims: e.g. acquisition of skill, fun and enjoyment, develop confidence, developtechnique.

Tutor guidance: Candidates need to produce written plans (for at least two (2)different sessions that last a minimum duration of 15 minutes) and includerelevant aims from the examples given above.

A minimum of one (1) planned session must be observed practically by anappropriately qualified assessor.

Assessment Activity



Learner Outcomes Assessment Criteria1. Plan coaching activities(cont)

1.4 Use evaluations of previous activities to help the plan

Evaluations: e.g. verbal, written (personal action plans, recording progress of

participants), self-reflection.

Tutor guidance: Candidates need to use (as a minimum) two (2) types of evaluation to help plan future sessions.

Assessment Activity

1.5 Make sure the planned activities fit into the time available

Assessment Activity

1.6 Check the details of plans with the person responsible for the session

Person responsible: e.g. tutor, level 2 coach, senior coach.

Tutor guidance: Candidates need to check the details of the plan with whoever is responsible for the session.

Assessment Activity

1.7 Identify own responsibilities of the session

Responsibilities: e.g. duty of care, supporting others, self-presentation, delivera pre-prepared session under direct supervision, motivation of self and others,

enjoyment for participants, reporting procedures, code of ethics.

Tutor guidance: Candidates need to identify (as a minimum) six (6)responsibilities they have associated with the delivery of a session.

Assessment Activity



Learner Outcomes Assessment Criteria2. Plan for a safeenvironment

2.1 Take account of health and safety requirements when planning activities

Health & safety requirements : Pool considerations e.g. role of the lifeguard,

injury and illness (i.e. colds, ear, nose and eye infection, open sores, cramp,collisions), equipment assembly/disassembly, manual lifting and handling,reporting, safe storage, emergency exits, emergency drills, operatingprocedures relating to NGB guidelines, ASA guidance statements i.e. teachingfrom the poolside, diving, jumping into shallow water, definition of supervision, safe supervision for aquatic teaching (coaching)

Health & safety requirements : Participant considerations e.g. ground rules,discipline, code of conduct for participants, pool discipline

Tutor guidance: Candidates need to show that they have taken into account all relevant health & safety requirements relevant to their planned session. This is

to include pool and participant related considerations.

Assessment Activity

2.2 Check the facility following the correct procedures

Facility: e.g. changing rooms, poolside, pool basin

Procedures : e.g. pool safety operating procedures

Tutor guidance: Candidates need to check all relevant facility areas using thecentre’s safe operating procedures.

Assessment Activity

2.3 Identify possible problems with facilities

Problems : e.g. lights not working, objects in water, water quality, damage tosurfaces, damage to equipment, use of electrical equipment

Tutor guidance: Candidates need to be able to identify possible problems – being questioned via ‘what if’ or ‘what could be’ scenario s if problems are not evident

Assessment Activity

2.4 Take correct action to deal with any problems, according to instructions

Correct action: e.g. deal with, report to colleague, report to line manager,complete written report

Instructions: e.g. given verbally, included in operating procedures, NGBguidance

Tutor guidance: Candidates need to take the correct action in line with either verbal instructions and/or those included in the centre’s operating proceduresand/or NGB guidance.

Assessment Activity



Learner Outcomes Assessment Criteria2. Plan for a safeenvironment (cont)

2.5 Report any problems clearly and accurately to a more senior colleague

Report: e.g. verbally and in writing

Tutor guidance: Candidates need to be able to report problems both verbally and in writing.

Assessment Activity

Learner Outcomes Assessment Criteria3. Prepare facilities andequipment for coaching

activity

3.1 Identify equipment needed to deliver planned activities

Assessment Activity

3.2 Find the equipment to set up

Assessment Activity

3.3 Lift and handle equipment safely and without causing damage

Assessment Activity

3.4 Follow instructions for setting up and laying out the equipment

Instructions: e.g. verbal instructions, written instructions

Tutor guidance: Candidates need to be able to follow both verbal and writteninstructions.

Assessment Activity

3.5 Make sure equipment is ready when needed

Assessment Activity

3.6 Check with a senior colleague that the set up is correct

Assessment Activity

3.7 Identify and report any problems to a more senior colleague

Problems: e.g. damaged, unsuitable, problems with setting up, potentially hazardous

Tutor guidance: Candidates need to be able to identify and report problems (such asthose given as examples above) – either actual or via suitable questioning.

Assessment Activity



Unit content


Unit Code: 106Unit Level: Conducting Coaching Activities

Learner Outcomes Assessment Criteria1. Be able to conductcoaching activities

1.1 Follow agreed health and safety procedures

Health & safety procedures: e.g. checks for hazards, checks for cleanliness,checks for water standards, procedures for recording data & reportingproblems, swimmer entry into water, swimmer supervision, swimmerbehaviour

Tutor guidance: Candidates need to show that they can follow the health and

safety procedures in place at the centre where the session(s) are taking place(examples given above) and meet appropriate ASA requirements.

Assessment Activity

1.2 Refer any problems which cannot be dealt with accordingly to the personresponsible for a session

Problems: e.g. swimmer medical conditions, swimmer behaviour, facilityissues, water clarity

Tutor guidance: Candidates need to show that they are aware of the type of

issues that need to be referred to the person responsible for the session.Possible examples are given.

Assessment Activity

1.3 Communicate with participant(s) and colleagues clearly

Communicate: e.g. questions and answers, command, discussion, listening,body language, positioning, gesture, activity cards, models, posters,instruction, demonstration, information gathering through senses

Participants : e.g. male, female, child, adult, veteran, vulnerable, novice,

experienced, elite, parents, other coaches, support staff.

Tutor guidance: Candidates need to show that they can communicate clearly with both participants and colleagues during one of their planned session for aminimum duration of 15 minutes.

Assessment Activity



Learner Outcomes Assessment Criteria1. Be able to conductcoaching activities (cont)

1.4 Provide participant(s) with the information they need throughoutsessions

Information: e.g. aims of the session, behaviour requirements, technicalinformation, corrective actions, feedback on performance

Tutor guidance: Candidates need to be able to provide the participants withthe information they require during the session (examples of areas to cover have been provided above).

Assessment Activity

1.5 Follow and adhere to the correct procedures for safeguarding childrenand vulnerable people

Procedures for safeguarding children and vulnerable people: e.g. identifyingcommon signs and indications of abuse – (physical, emotional, sexual, neglect,bullying); appropriate coach behaviour; reporting concerns

Tutor guidance: Candidates need to follow the correct procedures during thecoaching session, such as conducting themselves correctly and, be able to follow procedures if abuse is suspected.

Assessment Activity

1.6 Deal with accidents, injuries and illnesses following the correctprocedures

Accidents, injuries and illnesses: e.g. (accidents) trips and slips, collisions;(injuries) bruising, bleeding, fracture, shock, cardiac arrest; (illnesses) asthma,diabetes, viral infection

Tutor guidance: Candidates need to be able to deal with examples of accidents,injuries and illness – examples of which are provided above.

Assessment Activity

1.7 Report accidents, injuries and illnesses following the correct procedures

Report: e.g. verbally, written

Tutor guidance: Candidates need to be able to report accidents, injuries andillnesses correctly – both verbally and in writing.

Assessment Activity



Learner Outcomes Assessment Criteria2. Support participant(s)behaviour andperformance

2.1 Demonstrate how to observe participant(s) performance throughoutactivities

Observe participant(s) performance: e.g. focussed observation of aquaticmovements , core aquatic skills, movement literacy, multi skill, multi stroke,multi discipline, multi aquatic

Tutor guidance: Candidates need to demonstrate that they can observe key elements of the participants performance.

Assessment Activity

2.2 Pay attention to the needs of all the participant(s)

Needs: e.g. developmental, emotional, safety, enjoyment

Tutor guidance: Candidates need to pay attention to all the needs identified above

Assessment Activity

2.3 Give feedback to participant(s) at appropriate times during activities

Feedback: e.g. timing, purpose, method, positive, negative, informative,constructive, praise

Appropriate times: e.g. pre activity, during activity, post activity

Tutor guidance: Candidates need to give, as a minimum, three (3) types of feedback at times deemed as appropriate.

Assessment Activity

2.4 Make sure that feedback highlights good performance and areas forparticipant(s) improvement

Assessment Activity

2.5 Ensure that feedback is clear and encouraging

Assessment Activity



Learner Outcomes Assessment Criteria3. Conclude coachingactivities

3.1 Allow enough time to finish activities

Assessment Activity

3.2 Help participant(s) to cool down safely

Assessment Activity

3.3 Provide participant(s) with feedback on what has been achieved

Feedback: e.g. areas of strength, areas for improvement, targets, ways inwhich to improve, timescales

Tutor guidance: Candidates need to provide participants with feedback

appropriate to their performance – examples are provided above.

Assessment Activity

3.4 Encourage participant(s) to give their own feedback on activities

Assessment Activity

3.5 Follow the correct procedures for putting away equipment and tidyingthe coaching facility

Assessment Activity

3.6 Refer any problems which cannot be dealt with appropriately to theperson responsible for the session

Assessment Activity



Unit content


Unit Code: 107Unit Level: Evaluating Coaching Activities

Learner Outcomes Assessment Criteria1. Be able to evaluatecoaching activities

1.1 Carry out evaluations with the person responsible for sessions

Evaluations: e.g. participant development, development of skills andknowledge, shape future development, action planning.

Tutor guidance: Candidates need to carry out a recorded evaluation based onthe delivery of one planned activity session (minimum duration of 15 minutes).The session evaluated must be one observed by an appropriately qualified

assessor.

Assessment Activity

1.2 Compare and reflect on what happened during the activity with whatwas planned

Assessment Activity

1.3 Identify what the participant(s) achieved during activities

Assessment Activity

1.4 Take account of participant(s)’ feedback about activities

Assessment Activity

1.5 Provide own ideas about what went well and what could be improved

Assessment Activity

1.6 Listen to and take account of the views of the person responsible for thesession

Assessment Activity

1.7 Record the results of evaluations to help improve future activities

Assessment Activity



Learner Outcomes Assessment Criteria2. Develop own coaching

practice

2.1 Seek feedback on own coaching from colleagues

Feedback: e.g. group discussion, one-to-one, senior coach, tutor.

Tutor guidance: Candidates need to seek feedback from a minimum of two (2)different colleagues either on a one-to-one basis or via a group discussion.

Assessment Activity

2.2 Work with a relevant colleague to:

Identify the things done well and areas which could be donebetter

Identify the new things needed to learn

Assessment Activity

2.3 Identify training that would help to improve own coaching

Training: e.g. formal training (coaching courses); informal training e.g.(shadowing, observations, coaching experience).

Tutor guidance: Candidates need to identify both formal training opportunitiesand informal training opportunities.

Assessment Activity



Practical Syllabus

Practical skills ComponentsDeliver swimmingcoaching sessionsincorporating theFundamental movementskills

Demonstrate coaching sessions that cover basic movement literacyincorporating all of the: FUNdamental movements and their application in theaquatic environment:

ABCsRJTKGBsCKs

Demonstrate swimmingcoaching sessions thatcater for the principlesthat influencemovement in the water

Coach sessions that incorporating the factors that influence movement in waterincluding all of:

DensityDragFlotationStreamliningBuoyancyPropulsionResistanceDepth of waterTemperature

Demonstrate the use of appropriate practicalpoolside skills andcoaching practices

Coach sessions that incorporate all of the following requirements: e.g:

Appropriate lane disciplineUse equipment including stop watch and pace clockAppropriate communication to allow set and technique directionAppropriate awareness of areas of risk during coaching

Demonstrate coachingsessions that identifycommon faults in thefour (4) competitiveswimming strokes,starts, turns and finishes

Coach sessions that identify appropriate corrections in all of the four (4)competitive swimming strokes starts, turns and finishes:

Front CrawlBack CrawlBreaststrokeButterflyStartsTurnsFinishes



Practical skills Components

Demonstrate differingtypes of coachingsessions thatincorporate the DIRT(Distance, Intensity,Repetition, Time)principle.

Coach sessions in three of the following areas incorporating the DIRT principle.

Low intensity aerobicMedium intensity enduranceHigh intensity anaerobicSpeedRecoverySkill

Documents

L1 Coaching Swimming Specifications