1st4sport Level 1 Award in Coaching Football...

1st4sport Qualifications the awarding body for active learning and leisure

Developed in Partnership

with FA Learning

1st4sport Level 1 Award in

Coaching Football (QCF)

Tutor/ Assessor/Verifier Guidance

Part One

A Summary of the Qualification including

Learning and Assessment Guidance

Product Reference: L1ACFQ 3.4a



© Coachwise Ltd, 2010

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

permitted under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or

otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to 1st4sport Qualifications.

Developing and awarding qualifications for the active learning and leisure industry

1st4sport Qualifications Coachwise Ltd Chelsea Close

Off Amberley Road Armley

Leeds LS12 4HP

Tel: 0113-290 7610 Fax: 0113-231 9606

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

The Ofqual-recognised awarding body 1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the

UK-registered charity leading the national development of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop and

advance sport nationwide.

Developed in partnership with FA Learning

The Football Association Wembley Stadium

Wembley Middlesex HA9 0WS Tel: 020-7745 4545

Website: www.TheFA.com/FALearning

Post: The Football Association Wembley Stadium

PO Box 1966 London SW1P 9EQ

National/Qualification Accreditation Number: 501/1628/9

Version: TD 030910



Contents Page

Introduction to 1st4sport Qualifications 1

Introduction to the Qualification 4

Qualification Aim and Learning Outcomes 7

Qualification Delivery Format 8

Summary Assessment Specification 9

Criteria for Tutors, Assessors, Verifiers, Facilities and Resources 10

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

12

National Occupational Standards and QCF qualifications 13

Level 1 Practical Syllabus 14

Unit Specification for Unit 101 15







Recommended Outline Learning Programme 23

Recommended Reading 27

Guidance on Reasonable Adjustments to Assessment 28



Tutor Notes:


Product Reference: L1ACFQ 3.4a 1

Introduction to 1st4sport Qualifications Welcome to the guidance pack for the 1st4sport Level 1 Award in Coaching Football (QCF). The 1st4sport Level 1 Award in Coaching Football (L1ACFQ) is awarded by 1st4sport Qualifications and has been developed in partnership with FA Learning the education arm of The Football Association. It is one of a number of coaching qualifications awarded by 1st4sport Qualifications. 1st4sport Qualifications is an awarding body recognised and regulated by the Office of the Qualifications and Examinations Regulator (Ofqual) and created with the aim of offering vocational qualifications in areas of sport, recreation and allied occupations. We work in partnership with a variety of organisations to develop qualifications. We are developing a catalogue of qualifications to include vocational qualifications from the following sectors: coaching officiating sports therapy sports development education and training sports science facility operations spectator control outdoor education volunteer management. The Ofqual-recognised awarding body 1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the national development of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop and advance sport nationwide.

1st4sport Qualifications Mission Statement To provide the sport and recreation industry with a quality-assured and

cost-effective qualification awarding service.

It is our aim to keep the costs of awarding qualifications as low as possible. We appreciate that many of our customers involved in the sector will be offering their skills on a voluntary basis. However, we must balance economy with our stated aim to offer a quality assured service, where possible and appropriate, matching the criteria of, and gaining accreditation on to, the government’s Qualifications and Credit Framework (QCF). In an effort to reduce the costs of 1st4sport Qualifications we aim to utilise electronic means of communication wherever possible. 1st4sport Qualification’s website (www.1st4sportqualifications.com) or e-mail ([email protected]) should be the first port of call for organisations or individuals looking for information. For those without access to the Internet, other formats are available, please contact: Post: 1st4sport Qualifications

Coachwise Ltd Chelsea Close Off Amberley Road Armley Leeds LS12 4HP

Tel: 0113-290 7610 Fax: 0113-231 9606



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The full list of qualifications available from 1st4sport Qualifications is available on request. The status of qualifications offered by 1st4sport Qualifications on Schedule 96 and/or Schedule 97 of the Learning and Skills Act 2000 and the Qualifications and Credit Framework (QCF) may vary. All efforts will be made to communicate changes in the status of qualifications via the appropriate media. The websites of the National Database of Accredited Qualifications, The Department for Business Innovation and Skills (BIS), Department for Education, Ofqual and the Qualifications and Curriculum Development Agency (QCDA) may also provide information: www.accreditedqualifications.org.uk www.bis.gov.uk www.education.gov.uk www.ofqual.org.uk www.qcda.gov.uk/ Information on issues pertinent to the sport and recreation sector and, in particular, the National Occupational Standards are available from SkillsActive: SkillsActive The Sector Skills Council for Active Leisure, Learning and Well-being 6th Floor Castlewood House 77–91 New Oxford Street London WC1A 1PP Tel: 020-7632 2000 Website: www.skillsactive.com Email: [email protected] Contacting The Football Association and FA Learning Post to: The Football Association, Wembley Stadium, PO Box 1966,

London SW1P 9EQ Tel: 0844-980 8200 Website: www.TheFA.com/FALearning Information on the UK Coaching Certificate Email: [email protected] Website: www.sportscoachuk.org



This Document This document aims to provide an outline of the qualification for Tutors, assessors and verifiers of the L1ACFQ. The guidance should be read in conjunction with the Learner Pack (Product Ref: L1ACFQ 3.4) for the qualification and may be augmented by additional technical guidance from FA Learning. This Pack has been updated in January 2010 to reflect technical changes to the qualification made at that time. We would recommend that you read this and associated documents fully and become familiar with the requirements of the qualification and its individual units prior to the registration of learners. Additional guidance is available from the 1st4sport Qualifications email helpline: [email protected] Additional Guidance and Reference Material This document is supported by a variety of other documents that are particularly important for the Tutor/assessor/verifier – some of which will be provided to the learner and may need to be explained. This qualification is supported by a variety of administrative and quality-assurance documentation that will be provided to those organising the delivery of the qualification – the approved centre. The most important of these is the 1st4sport Qualifications Approved Centre Handbook, the requirements of which all centres should be familiar with.



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Introduction to the Qualification This document has been developed for Tutors, assessors and verifiers as a summary of the qualification, providing information on what must be delivered and assessed for learners to achieve the qualification.

Qualification Title

1st4sport Level 1 Award in Coaching Football (QCF)

Abbreviation L1ACFQ The 1st4sport Level 1 Award in Coaching Football (L1ACF) is awarded by 1st4sport Qualifications has been developed in partnership with FA Learning, the education arm of The Football Association (The FA) and is one of a number of coaching qualifications awarded by 1st4sport Qualifications. This qualification is solely administered and awarded by 1st4sport Qualifications as the recognised awarding body. The FA, as the national governing body for football in England, is committed to providing services to the sport.

Qualification Title

Title Accreditation

No. Level Credit

1st4sport Level 1 Award in Coaching Football (QCF) (L1ACFQ)

501/1628/9 1 7

Unit Information

Title Accreditation

No. Level GLHs Credit

101 Understanding the fundamentals of coaching sport

D/601/3531 1 6 1

102 Understanding the principles of planning coaching activities in sport

H/601/3532 1 10 1

103 Understanding the principles of conducting coaching activities in sport

K/601/3533 1 10 1

104 Understanding the principles of evaluating coaching activities in sport

M/601/3534 1 7 1

105 Planning football coaching activities

F/602/4988 1 4 1

106 Conducting football coaching activities

J/602/4989 1 5 1

107 Evaluating football coaching activities

A/602/4990 1 3 1

This qualification is accredited onto the Qualifications and Credit Framework (QCF) and as such, on completion, will give learners credit which may be used towards other similar qualifications. When learners have completed the qualification, or units of it, their QCF achievements will be uploaded by 1st4sport to the Personal Learner Record (PLR) service. The PLR is operated by the Skills Funding Agency for learners engaged within the QCF. The



Skills Funding Agency offers this PLR Service which stores information on the QCF units and qualifications people have completed. The PLR will be a lifelong record of learners’ learning and qualifications, which will be accessible to them and to organisations where they have permitted viewing. The knowledge gained will enable learners to develop a basic understanding of safe, ethical and effective football coaching. The qualification may be used to generate evidence for a Level 1 NVQ Award in Sport and Active Leisure (QCF) or other vocational football coaching qualification. The qualification is a component of The FA’s UKCC-endorsed coach education programme. The L1ACF contributes to the provision of the underpinning knowledge and understanding of the Level 1 National Occupational Standards (NOS) for Sport and Active Leisure. The NOS have been developed by people from the industry with a vast range of knowledge and experience. The standards provide a benchmark of good practice.

Recommended Learning Hours When all seven units are delivered and assessed in totally, a minimum of 35 learning hours (NLHs) of which 30 are guided learning hours are recommended to complete the delivery, the directed learner activities, internal and final assessment of the qualification. These hours are likely to be composed of a minimum of: induction = 3 hour course of training and assessment = 15 hours achievement of pre-requisites = 6 hrs home study and directed activities = 5 hours a final assessment of learners’ practical coaching and knowledge = 6 hours.

In circumstances where learners have additional learning needs, the approved centre may need to offer additional time to the learner, to support them in the achievement of this qualification. Recognition of Prior Learning (RPL) The units 101 – 104 are generic coaching knowledge units which learners may have achieved through completion of other qualifications that contain those units, such as the 1st4sport Level 1 Award in the Principles of Coaching Sport (QCF), Qualification Accreditation Number: 500/9004/5, or similar qualifications from other awarding bodies. Recognised centres have a responsibility to review learners’ prior achievements and if the learning is considered to be current (have occurred within the last 12 months) and the learner is able to apply the knowledge gained through achievement of the units in the context of coaching football. Accreditation Dates and Learner Registration Period Qualification Accreditation Start Date: 01/09/2010

Qualification Accreditation End Date: 28/02/2015

Qualification Certification End Date: 28/02/2016

The learner registration period for this qualification is one year. Learners are required to successfully complete their programme of learning and assessment, and a certificate applied for within that period. Learners who are disadvantaged or were unable to attend their assessment due to emotional/physical difficulties or adverse circumstances may apply to extend their registration period via the 1st4sport special consideration process.



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Recommended Tutor/Assessor:Learner Ratio To ensure the appropriate support for, and monitoring of, learners during practical sessions the delivery and assessment of the qualification is recommended to operate at a ratio of one appropriately qualified tutor or assessor to a maximum of 24 learners.

Delivery Format The whole qualification, incorporating this pathway unit, is designed to be delivered via a mixture of tutor-delivered theoretical and practical sessions and home study. The qualification places appropriate emphasis on the practical aspects of the role of the coach. Achievement of the qualification is normally via the combination of the following phases: completion of an induction process that will provide learners with an introduction to the

qualification and guidance on meeting the pre-requisites of the qualification, if required. In addition, learners will receive support and guidance on accessing learning resources that support the development of their knowledge

a programme of training, during which learners will be provided with the predominantly practical and technical information required to enable them to fulfil the role. They will undertake at least one assessment of their coaching of Football

achievement of knowledge via a structured programme of learning and/or home study and/or distance learning modules

an final assessment of their practical coaching and an aspect of the knowledge and understanding of the outcomes of the qualification.

At the conclusion of the programme of training and assessment all learners will be action-planned for their further development. Qualification Prerequisites Prior to certification, learners are required to:

be at least 16 years of age hold as a minimum a current Emergency Aid Certificate have attended The FA Workshop Safeguarding Children in Football (Learners under the

age of 18 years are eligible to complete The FA Child Protection Distance Learning Module ‘Safeguarding Children in Football – A Guide’ as an alternative to the workshop). For those with proven experience and knowledge in this area, Accreditation of Prior Learning (APL) may be offered.

The above prerequisites, for those who do not already hold the appropriate evidence, will normally be provided by recognised centres as part of the learning programme.

Reassessment Procedures Learners who are unsuccessful in any aspect of assessment – theoretical or practical – may be offered a maximum of two opportunities to re-sit the appropriate portion of the assessment within their one-year period of registration with 1st4sport Qualifications. Learners should be aware that recognised centres may levy additional charges for conducting reassessments.



Qualification Aim and Learning Outcomes

Aim To provide learners with an introduction to offering the principles/practice of safe, ethical and effective management and coaching of football to adults and young people, as an assistant normally under the supervision of a Level 2 qualified coach. This certificate offers an opportunity for aspiring football coaches to be supported in developing their knowledge of how to effectively coach a local club or school team. Learning Outcomes On successful completion of the L1ACF, learners should be able to: Know how to establish and maintain an effective, fair and equitable coaching

environment Understand the principles of coaching Know how to establish and maintain a safe coaching environment Understand how to plan coaching activities Understand how to plan for a safe coaching environment Understand how to prepare facilities and equipment for coaching activities Understand how to prepare participants for coaching activities Understand how to conduct planned coaching activities Understand how to support participant(s)’ behaviour and performance Understand how to conclude coaching activities Understand how to evaluate coaching activities Understand how to develop own coaching practice

Plan football coaching activities Plan for a safe environment Prepare facilities and equipment for football coaching activities Conduct planned football coaching activities Support player(s)’ behaviour and performance Conclude football coaching activities Evaluate football coaching activities Develop own coaching practice.



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Qualification Delivery Format The 1st4sport Level 1 Award in Coaching Football (QCF) comprises seven units of assessment (see Figure 1 below), of which four are generic knowledge-specific units (101 – 104) and three football coaching-specific units (105 – 107) during which learners are required to show that they can plan and deliver coaching activity sessions which meet the requirements of the Level 1 Football Practical Syllabus. Learners who already hold the four generic units may be able to apply for Recognition of Prior Learning (RPL), at the discretion of their recognised centre/assessor. To qualify for the 1st4sport Level 1 Award in Coaching Football (QCF), learners must successfully complete/have credit for all seven units.

Figure 1: Structure of the 1st4sport Level 1 Award in Coaching Football (QCF) Achievement of the qualification is normally via the combination of the following phases:

Completion of an induction process that will provide learners with an introduction to the qualification and assistance in meeting the prerequisites of the qualification, if required. In addition, learners will receive support and guidance on accessing learning resources that support the development of their knowledge.

A programme of training, during which learners will be provided with predominantly practical and technical information enabling them to fulfil the role. Learners will undertake at least one initial assessment of their coaching of a football activity session on which they will receive feedback.

Learners will also receive a structured programme of learning and/or home study and/or distance learning modules to provide them with the required knowledge.

Learners will then be finally assessed by an appropriately qualified assessor observing them coach a football activity session.

Fees The learner registration and certification fee for the 1st4sport L1ACF is available from 1st4sport Qualifications on request. The learner registration and certification fee is per learner and provides registration and certification for the qualification, a Learner Pack, appropriate learning and assessment materials and a certificate.

Unit 103 Principles of conducting coaching

activities in sport

Unit 101 Understanding the fundamentals of

coaching sport


Unit 102 Principles of planning coaching activities

in sport

Unit 104 Principles of evaluating coaching

activities in sport

Unit 106 Conducting football coaching activities

Unit 105 Planning football coaching activities

Unit 107 Evaluating football coaching

activities



Progression When successful, learners are eligible to seek paid or voluntary employment in appropriate football coaching roles. Opportunities may include coaching in grassroots club and school environments. Learners should look to develop their learning and knowledge of football coaching by working with other more experienced coaches. Holders of this qualification may wish to gather further evidence to achieve a Level 1 NVQ Award Sport and Active Leisure (QCF). An NVQ or individual units of the national standards can only be achieved via an organisation/college approved to offer the NVQ and/or appropriate units. Achievement will require learners to demonstrate their competence in fulfilling all the performance criteria and range of the national standards, in the workplace, over a period of time. In addition, after an appropriate period of practice as a Level 1 coach, learners may choose to follow a programme of training and assessment for the Level 2 Certificate in Coaching Football (QCF) or any of the following: 1st4sport Level 2 Award in Coaching Principles FA Youth Award 1st4sport Level 2 Certificate in Event and Match Day Stewards 1st4sport Level 2 Certificate in Coordinating Sports Volunteers. All qualified coaches are encouraged to become members of The FA Coaches Association to take advantage of the available professional and educational services. In addition, learners may wish to progress their knowledge of coaching methods and practices in a specific area of interest and undertake workshops and/or alternative learning opportunities offered by other relevant organisations, such as sports coach UK. Summary Assessment Specification The assessment methods for this qualification include knowledge tests, tasks relating to coaching football and observation of learners’ practical coaching. The learner’s FA Tutor will help them understand how to complete the Learner Pack, the different sorts of evidence that are appropriate and acceptable and what the programme of assessment will be. Learners should 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: Summary of Assessment The learner must be have: 1 an appropriate understanding of the Level 1 knowledge units and the specific

technical knowledge underpinning the coaching of football at this level, which will be assessed via performance, simulation, tasks and assignments

2 collected the information needed to plan activities for a minimum of two types of players (including type, ability and specific needs)

3 produced pre-prepared or personal plans for a minimum of two coaching activities from different football coaching sessions drawn from the Level 1 Football Practical syllabus. The planned activities must be of a minimum of 15 minutes in duration

4 have been observed coaching a minimum of one of the planned sessions by an appropriately qualified assessor

5 produce an evaluation for all coaching sessions, one of the sessions evaluated must be observed being coached by an appropriately qualified assessor.



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Criteria for Tutors, Assessors, Verifiers, Facilities and Resources This guidance supports and augments the generic 1st4sport Qualifications criteria for tutors, assessors and verifiers to be found in the 1st4sport Recognised Centre Requirements. The 1st4sport generic criteria are augmented by the requirements of this qualification to be found below.

Criteria for Tutors and Assessors

It is acknowledged that for the 1st4sport Level 1 Award in Coaching Football the same person or two different people may fulfil the roles of tutor and assessor. The centre’s external verifier will ensure that all persons providing training or assessment for the qualification are current against the qualification-specific criteria below. To delivers or assess the L1ACF, individuals must hold a current FA Level 1 Tutor Licence (or home nation equivalent), which requires the holder to:

hold a Level 3 Certificate in Coaching Football (UEFA B Coaching Award) be a current member of the FA Coaches’ Association have successfully complete the FA Generic Tutor Training programme attend an appropriate induction/training/mentoring programme to ensure familiarity

with the delivery and assessment requirements of the L1ACF have been successfully co-tutoring/be mentoring on the delivery and assessment of the

L1ACF. Criteria for Internal Verifiers Internal verifiers for the 1st4sport Level 1 Award in Coaching Football (QCF) must meet the generic 1st4sport Qualifications criteria for internal verifiers and must hold a current FA Level 1 Tutor Licence or home nation equivalent. Criteria for External Verifiers This guidance supports and augments the generic 1st4sport Qualifications criteria for external verifiers to be found in the 1st4sport Supply of Services Agreement and Recognised Centre Handbook. External Verifiers for the 1st4sport Level 1 Award in Coaching Football will be employed by 1st4sport Qualifications and hold a minimum of the FA Level 2 Tutor Licence or home nation equivalent. Facilities/Resources This guidance supports and augments the generic criteria for facilities/resources of 1st4sport Qualifications to be found in the 1st4sport Recognised Centre Requirements and the Recognised Centres Handbook. Any training or assessment site must meet the requirements of accepted safe practice in the sport, detailed in the relevant publications. Training and/or assessment sites must include areas that have the following features and lists of equipment that follows. Training and/or assessment sites must include a playing area that is: recommended minimum size 30 yards x 20 yards an appropriate playing surface eg: grass, Astroturf or RedGra goals – appropriate sized (BSI approved) – goals to meet the participants’ requirements

and size of playing area



conditions – assessment should only take place in environmental conditions in which the level of light and temperature are appropriate to the participants’ and learners’ needs

footballs – association footballs appropriate to the needs of the participants the area surrounding the playing area should be safe and free of obstructions. Safety considerations Recognised Centres’ and learners’ attention is drawn to the FA Guide on Goalpost Safety included in The FA Grassroots Club Administration handbook. 1st4sport Recognised Centres are encouraged to ensure that all learners and persons being coached wear appropriate sports apparel including correct footwear for the playing surface and shin guards covered by socks.



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The Sector Skills Council for Active Leisure, Learning and Well-being The Sector Skills Council for Active Leisure, Learning and Well-being – SkillsActive – has developed a qualification map to guide the development of qualifications that meet employers’ needs. Figure 2 shows a portion of the map relevant to Level 1 qualifications and illustrates where the L1ACF sits.

Leve

l 2

Nat

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Sta

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Leve

l 1

Nat

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Sta

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Tec

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ootb

all Conte

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1st4sport Level 2 Diploma in Coaching Football (QCF)

1st4sport Level 1 NVQ Award in Sport and Active Leisure (QCF)

1st4sport Level 2 Certificate in Coaching Football (QCF)


Figure 2: Sport and Recreation Sector Map

The 1st4sport Level 1 Award in Coaching Football (QCF) is a qualification accredited onto the Qualifications and Credit Framework. This qualification has been designed to provide learners with opportunities for development in an occupational area and provide a broad foundation leading to employment and/or further study. Further information on the work of SkillsActive, the sector map or the full range of National Occupational Standards for the industry may be found by contacting: SkillsActive The Sector Skills Council for Active Leisure, Learning and Well-being 6th Floor Castlewood House 77–91 New Oxford Street London WC1A 1DG Tel: 020-7632 2000 Email: [email protected] Website: www.skillsactive.com



National Occupational Standards and QCF qualifications The Level 1 National Occupational Standards (NOS) for Sport and Active Leisure are composed of three mandatory units and a choice of two pairs of optional units. Mandatory Units: C11 Help to provide equipment for activities C35 Deal with accidents and emergencies D15 Help give good levels of service to participants and customers Optional pair A – Recreation Assistant role C21 Help to maintain facility areas C260 Help maintain activity equipment Optional pair B – Coaching/Activity Leadership role D41 Help to plan and prepare a session D42 Lead an activity within a session. To achieve a Level 1 NVQ Award in Sport and Active Leisure, learners are required to generate evidence in all the mandatory units and one of the pairs of optional units. If progressing from the 1st4sport Level 1 Award in Coaching Football learners would be encouraged to complete the mandatory units and the Coaching/Activity Leadership pair of optional units. This evidence may be gathered in the context of football, utilising the basic skills and techniques required at Level 1. The Level 1 NOS units are used as the basis of the units of the 1st4sport Level 1 Award in Coaching Football. Within the QCF the qualification titles: Award, Certificate and Diploma are used to indicate the size, amount of time it would normally take, from scratch, to complete a qualification. This size is measured in learning time, which includes the hours a learner might need to prepare to attend a course, the course and assessment time and any preparation or additional work (such as logged coaching) they would need to complete. These hours are converted into a ‘currency’ which is called credit. Ten hours of learning time = 1 credit. Please see below how the range of credits is applied to each size qualification. This is designed to help learners understand the size of a particular qualification that they aspire to study. The examples below relate to the full breadth of qualifications available at level 2, there are no QCF Level 1 Certificates or Diplomas in coaching. A Level 2 Award in the Principles of Coaching, is a small qualification (1 – 12 credits) which includes only knowledge units and does not qualify someone to coach a particular sport. A Level 2 Certificate in Coaching Football, is a larger (13 – 36 credits) sport-specific qualification which includes both knowledge units and practical coaching units in a particular sport, such as football. This qualification will be the minimum industry standard to coach a particular sport without supervision. A Level 2 Diploma in Coaching Football, would be larger again (>36 credits) and a sport-specific qualification which includes both knowledge units and practical coaching units in a particular sport, such as football. This qualification assesses the coach coaching a broader range of football techniques, a broader range of players and is assessed in the coach’s workplace over a period of time. Diplomas are most appropriate for those already holding a Level 2 Certificate and being employed in a football coaching role.



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Level 1 Practical Syllabus This Practical Syllabus should be read in conjunction with the Unit Specifications of the 1st4sport Level 1 Award in Coaching Football. To achieve the Level 1 Award in Coaching Football (QCF), learners will be required to demonstrate an understanding and application of coaching the following football techniques in an appropriate environment.

Age Groups Syllabus Components

Coaching Players Under 8 Years

Appropriate warm-up/cool-down Mini Soccer (5v5) Key techniques, including:

– running with the ball – turning – dribbling – shooting – passing and control – goalkeeping – ball control

Coaching Players Under 10 Years

Appropriate warm-up/cool-down Mini Soccer (7v7) An introduction to game understanding in attack and

defence Key techniques and skills including:

– running with the ball – turning – dribbling – shooting – passing and control – goalkeeping – ball control

Coaching Players Over 10 Years

Appropriate warm-up/cool-down Small-sided/appropriate games Game understanding in attack Game understanding in defence Combination play (eg 1v1, 2v1, 2v3) Key techniques and skills including:

– running with the ball – turning – dribbling – shooting – heading – passing and control – goalkeeping – ball control



Unit Specifications Unit 101 – Understanding the fundamentals of coaching sport This unit assesses the coach’s understanding of their role and the fundamentals of coaching.

Unit 101 – Understanding the fundamentals of coaching sport

Learning outcomes The learner will:

Assessment criteria The learner can:

1. Know how to establish and maintain an effective, fair and equitable coaching environment

1.1 Outline why it is important to communicate clearly with

participant(s) and colleagues 1.2 Outline what might happen if communication is not clear 1.3 Outline why equality and diversity are important in working

with participant(s) and colleagues 1.4 State how to treat people equally and respect their

individuality 1.5 Identify how to dress and present self at work 1.6 Identify examples of positive behaviour when coaching

participant(s) 1.7 Outline why dress, appearance and behaviour are important at

work

2. Understand the principles of coaching

2.1 Outline why teamwork is important in providing good levels of

service 2.2 Outline why it is important to always try to improve own work 2.3 Outline why feedback from colleagues and participant(s) is

important 2.4 Identify how to use feedback from colleagues and

participant(s) to improve own work

3. Know how to establish and maintain a safe coaching environment

3.1 Outline why safeguarding children and vulnerable people is

important 3.2 Identify the procedures to follow for safeguarding children and

vulnerable people 3.3 Describe the values or codes of practice relevant to own work 3.4 Explain the importance of dealing with accidents and

emergencies promptly, calmly and correctly 3.5 Identify the types of injuries and illnesses that may occur in

own area of work

Assessment Specification

This unit will be assessed through awarding body developed knowledge tests, tasks, assignments or practical delivery.



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Unit 102 – Understanding the principles of planning coaching activities in sport

This unit assesses the coach’s understanding of how to plan and prepare activities within coaching sessions. Unit 102 – Understanding the principles of planning coaching activities in sport



1. Understand how to plan coaching activities

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

sessions 1.2 Describe how to identify who has responsibility for different

aspects of sessions 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 1.5 Outline the types of information that may be confidential 1.6 Outline how to deal with confidential information 1.7 Outline why it is important to use evaluations of other

activities when planning new activities 1.8 Outline why it is important to make sure the planned activities

meet the overall aims of the sessions

2. Understand how to plan for a safe coaching environment

2.1 State why health, safety, cleanliness and tidiness are

important in a coaching facility 2.2 Identify the procedures which must be followed for checking

coaching facility areas and dealing with any problems found 2.3 Outline the types of problems which may be found in a

coaching facility area 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

3. Understand how to prepare facilities and equipment for coaching activities

3.1 Identify the types of equipment which might be used in

coaching sessions 3.2 Outline the main health and safety requirements for different

items of coaching equipment 3.3 Outline safe manual lifting and handling procedures 3.4 Describe why safe manual lifting and handling procedures are

important 3.5 Identify the types of faults and/or hazards which may occur

with coaching equipment 3.6 Outline how to identify and report problems with coaching

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

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

colleague that coaching equipment has been set up correctly



Unit 102 – Understanding the principles of planning coaching activities in sport



4. Understand how to prepare participants for coaching activities

4.1 State the procedures to follow when arranging coaching

facilities and equipment and giving information to participants 4.2 Identify the requirements for dress and equipment for the

activities being coached 4.3 Outline how to give clear and correct demonstrations and

explanations of skills, techniques, rules, codes and health and safety requirements

4.4 Outline why it is important to answer participant(s)’ questions 4.5 Outline why warm ups are important 4.6 Outline the types of warm up that are appropriate to activities

being coached.





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Unit 103 – Understanding the principles of conducting coaching activities in sport

This unit assesses the coach’s understanding of how to conduct activities, conclude activities and support participant behaviour and performance during a coaching session. Unit 103 – Understanding the principles of conducting coaching activities in sport



1. Understand how to conduct planned coaching activities

1.1 Describe own responsibilities during sessions 1.2 State the health and safety requirements relevant to the activities

being coached 1.3 Identify sport-specific techniques, skills, rules and codes of

behaviour relevant to the activities being coached 1.4 Outline how to select appropriate equipment for different

participants 1.5 Describe the procedures for reporting accidents, injuries and

illnesses 1.6 Describe own responsibilities for reporting accidents, injuries and

illnesses

2. Understand how to support participant(s)’ behaviour and performance

2.1 Outline the importance of good communication with participant(s)

during sessions 2.2 Outline how to motivate and encourage participant(s) without

putting them under stress 2.3 Describe ways in which participant(s)’ behaviour can be managed

during sessions 2.4 Outline the coaching process as it applies to the improvement of

participant performance 2.5 Outline the importance of giving feedback to participant(s) on

what they are doing 2.6 Outline how to give feedback in a way that will help participant(s)

to improve their performance 2.7 Identify appropriate times during an activity to provide feedback

3. Understand how to conclude coaching activities

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

activity as planned 3.2 Outline why it is important to cool down 3.3 Outline types of appropriate cool down exercises for the activities

being coached 3.4 Outline why it is important to get feedback from participant(s) at

the end of sessions 3.5 Identify procedures for putting away equipment and tidying the

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





Unit 104 – Understanding the principles of evaluating coaching activities in sport

This unit assesses the coach’s understanding of how to evaluate activities within coaching sessions and how to use evaluations to improve their own coaching. Unit 104 – Understanding the principles of evaluating coaching activities in sport



1. Understand how to evaluate coaching activities

1.1 Outline why evaluating activity sessions is important 1.2 Describe why it is important to compare what happened during

a session with what was planned 1.3 Outline the importance of making positive use of the feedback

from others, including participants and the person responsible for sessions

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

1.5 Outline how to complete evaluation forms 1.6 State how to make use of past evaluations when planning and

conducting future activities

2. Understand how to develop own coaching practice

2.1 Outline why it is important to always try to improve own

coaching 2.2 Identify how to ask colleagues for feedback on own work 2.3 Outline why feedback from colleagues is important 2.4 Identify how to use feedback from colleagues to improve own

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

education 2.6 Outline the sources of training and education available to

improve coaching practice.





20

Unit 105 – Planning football coaching activities This unit assesses the assistant coach’s ability to plan and prepare activities within a football coaching session.

Unit 105 – Planning football coaching activities



1. Plan football coaching activities

1.1 Collect information needed to plan activities 1.2 Deal with confidential information correctly 1.3 Produce plans for football activities that meet the session’s

aims 1.4 Use evaluations of previous activities to help the plan 1.5 Make sure the planned football activities fits into the time

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

session 1.7 Identify own responsibilities of the session

2. Plan for a safe environment

2.1 Take account of health and safety requirements when

planning football activities 2.2 Check the facility following the correct procedures 2.3 Identify possible problems with facilities 2.4 Take correct action to deal with any problems, according to

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

colleague 3. Prepare facilities and equipment for football coaching activities

3.1 Identify equipment needed to deliver planned football

activities 3.2 Find the equipment to set up 3.3 Lift and handle equipment safely and without causing damage 3.4 Follow instructions for setting up and laying out the equipment 3.5 Make sure equipment is ready when needed 3.6 Check with a senior colleague that the set up is correct 3.7 Identify and report any problems to a more senior colleague.


To complete this unit learners are required to evidence: Collecting information needed to plan activities on a minimum of two types of

players (including type, ability and specific needs). The production of pre-prepared or personal plans for a minimum of two coaching

activities from different football coaching sessions. The planned activities must be of a minimum of 15 minutes in duration.

A minimum of one of the sessions planned must be observed being coached by an appropriately qualified assessor.

All sessions must be drawn from the Level 1 practical syllabus for football.



Unit 106 – Conducting football coaching activities This unit assesses the assistant coach’s ability to conduct and conclude activities within football coaching sessions.

Unit 106 – Conducting football coaching activities



1. Conduct planned football coaching activities

1.1 Follow agreed health and safety procedures 1.2 Refer any problems which cannot be dealt with correctly to the

person responsible for a session 1.3 Communicate with player(s) and colleagues clearly 1.4 Provide player(s) with information they need throughout

sessions 1.5 Follow the correct procedures for safeguarding children and

vulnerable people 1.6 Deal with accidents, injuries and illnesses following the correct

procedures 1.7 Report accidents, injuries and illnesses following the correct

procedures

2. Support player(s)’ behaviour and performance

2.1 Demonstrate how to observe player(s)’ performance throughout

activities 2.2 Pay attention to the needs of all the player(s) 2.3 Give feedback to player(s) at appropriate times during activities 2.4 Make sure that feedback highlights good performance and

where player(s) need to improve 2.5 Ensure that feedback is clear and encouraging

3.Conclude football coaching activities

3.1 Allow enough time to finish activities 3.2 Help player(s) to cool down safely 3.3 Provide player(s) with feedback on what has been achieved 3.4 Encourage player(s) to give their own feedback on activities 3.5 Follow the correct procedures for putting away equipment and

tidying the coaching facility 3.6 Refer any problems which cannot be dealt with correctly to the

person responsible for the session.


To complete this unit learners are required as a minimum to evidence: the delivery of one planned football coaching session The planned session/activities must be of a minimum of 15 minutes in duration and

be observed being coached by an appropriately qualified assessor. All sessions must be drawn from the Level 1 practical syllabus for football.



22

Unit 107 – Evaluating football coaching activities This unit assesses the assistant coach’s ability to conduct and conclude activities within football coaching sessions.

Unit 107 – Evaluating football coaching activities



1. Evaluate football coaching activities

1.1 Carry out evaluations with the person responsible for sessions 1.2 Compare what happened during the activity with what was

planned 1.3 Identify what the player(s) achieved during activities 1.4 Take account of player(s)’ feedback about activities 1.5 Provide own ideas about what went well and what could be

improved 1.6 Listen to and take account of the views of the person

responsible for the session 1.7 Record the results of evaluations to help improve future

activities

2. Develop own coaching practice

2.1 Seek feedback on own coaching from colleagues 2.2 Work with a relevant colleague to:

Identify the things done well and areas which could be done better

Identify the new things needed to learn 2.3 Identify training that would help to improve own coaching.


To complete this unit learners are required as a minimum to evidence: the production of a recorded evaluation of the delivery of a minimum of one

planned activity session. The activities must be of a minimum of 15 minutes in duration. A minimum of one of the sessions evaluated must be observed being coached by

an appropriately qualified assessor. All sessions must be drawn from the Level 1 practical syllabus for football.



Recommended Outline Learning Programme The following programme is recommended for the effective and structured delivery of the qualification. The programme may be applied flexibly, in accordance with learners’ needs and local circumstances. It is recommended that where possible the theoretical sessions are interspersed with practical aspects. It should be noted that the sessions are sequential, building on knowledge gained, and attempt to maximise learners’ understanding. When all seven units are delivered and assessed in totally, a minimum of 35 guided learning hours (GLHs) are recommended to complete the delivery, the directed learner activities and assessment of the qualification. These hours are likely to be composed of a minimum of: induction = 3 hour course of training and internal assessment = 15 hours achievement of pre-requisites = 6 hrs home study and directed activities = 5 hours assessment of learners’ practical coaching and knowledge = 6 hours.

In circumstances where learners have additional learning needs, the approved centre may need to offer additional time to the learner, to support them in the achievement of this qualification.



24

Programme Outline This programme is an effective and structured format for the delivery of this qualification. Recognised centres may wish to develop this programme to suit their local needs, but will be required to justify its effectiveness to their external verifier. The programme is based on approximately 7½-hours contact time per day with the one FA Tutor to a maximum of 24 learners and a minimum of 12 learners per course.

Minimum 3 Hours

Induction

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uffic

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arner

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he

hom

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udy

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ites

Child

Pro

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ion a

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gen

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id

6 h

ours

, as

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Day 1

Learning

Programme Part A

Day 2

Learning

Programme Part B

Day 3

Final Assessment, feedback and action plan

Submit for Certification or Reassessment



Recommended Learning Programme

Phase Content Hrs

Induction

Confirmation of learner details, registration and administration processes. Introduction to: FA Tutor(s) the qualification course learning and assessment programme course resources venue (Health and Safety briefing) approved centre policies and procedures (Complaints

and Appeals) administrative requirement – inform learners of the

approved centre name, their course and learner registration number

briefing for learners on completion of the Tasks 1 – 4 and 6.

3

Learner Tasks

Learners should ideally complete the Tasks 1 – 4 and 6 during their learning programme. Those who are unable to complete the tasks may seek support during the learning programme, but will be expected to have evidence of completion before the final assessment day.

5

Achievement of Prerequisites

Achievement of the prerequisites (for those that need to attend them) may be included at any point during the programme. Organisers should avoid planning prerequisite sessions after learners have had a long and involved day on the pitch. The prerequisites which are usually delivered during the learning programme are: FA Child Protection Workshop FA Emergency Aid Course

6



26

Phase Content Hrs

Learning Programme Part A

This first day might include: Introduction to the venue and staff Review of progress with the Tasks Introduction to coaching activities Tutor delivered practical examples of the organisation

and management of an initial sample of four coaching activities

Learners work in pairs to prepare to deliver a coaching activity

Learners deliver an activity to their peers, in pairs and are given a practice assessment which offers an outcome and feedback against the assessment criteria of the Observation Checklist

At the end of each session the group discuss the characteristics of each activity and identify how they might be adapted and progressed for different age groups

Review of the day and any briefing for the next day.

7½

Learning Programme Part B

This second day might include: Review of progress with Tasks Learners work in pairs to prepare to deliver a coaching

activity Learners deliver an activity to their peers, in pairs and

are given a practice assessment which offers an outcome and feedback against the assessment criteria of the Observation Checklist

At the end of each session the group discuss the characteristics of each activity and identify how they might be adapted and progressed for different age groups

Allocation of assessed activity session topic Briefing for the final assessment day including

establishing session/learner order Sign-off learners' successful completion of Tasks 1–4 Review Task 6 Review of the day.

7½

Final Assessment Day

The final day should include: Learners individually deliver activity to peers and are

given a recorded outcome and feedback against the assessment criteria of the Observation Checklist

At the end of each session the group are given advice on how they might adapted and progress the activity for different age groups

Individual sign-off of Learner Pack and completion of Assessor Feedback and Learner Action Plan

Group/Course debrief and evaluation Organisation of any reassessments.

7½



Recommended Reading Football-specific Recommended Reading www.TheFA.com/FALearning FA Learning National Course Brochure 2011 http://cde.cerosmedia.com/1S4d380c3d13b14123.cde The following Online Courses are a selection available that provide excellent underpinning knowledge for this Module. They can be accessed via www.TheFA.com/FALearning Coaching Children Psychology for Soccer Planning, Preparing and Evaluating Coaching Sessions Fitness for Football The following texts provide useful background information in relation to this Module and can be accessed via FA Learning at www.FALearningShop.com Reed, L. (2004) The Official FA Guide to Basic Team Coaching. London: Hodder and Stoughton. ISBN: 978-0-340816-00-4. Carr, T. (2005) How to Coach a Soccer Team. Hamblyn. ISBN: 978-0-600610-79-3. Cook, M. (2006) Soccer Coaching the Professional Way. A & C Black. ISBN: 978-0-713674-85-9. Stafford, I. (2005) Coaching for Long-term Athlete Development. Coachwise Solutions/The National Coaching Foundation. ISBN: 978-1-902523-70-5. FA Learning 2007 DVD: Coaching Players – a New Approach. FA Learning 2005 DVD: Club Coach – The Practical Guide to Coaching Young Children The above are available from FA Learning, PO Box 35, Leeds LS12 4XY Tel: 0113-279 1395 www.FALearningShop.com Recommended Articles: The following are highly recommended articles that provide a wealth of additional knowledge. These are available from The FA Coaches Association Journal Insight via FACA membership and Insight Live:

2000 Issue 3, Volume 3, pp 54–55. 'Skill Acquisition in Football for 8–16 Year Olds’.

Simmons, C.

Winter 2000. ‘Communication, Coaching and the Young Player’. Richardson, D.

Summer 2002. ‘Coach Behaviour: Our Expectations Can Influence our Behaviour and our

Players’ Performance’. Cushion, C.

Autumn 2002. ‘Four v Four: A Way Forward for 7–10 Year Olds’. Alpress, J.

http://cde.cerosmedia.com/1S4d380c3d13b14123.cde



28

Autumn 2002. ‘Conditioned Games – The Missing Link’. McCarry, P.

Autumn 2002. ‘Using Athletic Knowledge in Long Term Development of Young Footballers’.

Stratton, G.

Summer 2004. ‘Develop the Person, Develop the Player’. Alpress, J.

Summer 2004. ‘The Development of Football Skills from Age 7 to Adulthood’. Horne, R. and

Williams, M.

Autumn 2005. ‘Player Development’. Bate, D. and Simmons, C.

Winter 2005. ‘Player Development’. Simmons, C. and Bate, D.

Summer 2006. ‘Long Term Player Development Model’. Simmons, C.

Summer 2006. ‘FA Goalkeeping’. Thomas, M.

Summer 2006, ‘Transferring Technique’. Simmons, C.

Spring 2007, ‘Player Development – the Art of being an Adult.’ Alpress, J.

Spring 2007, ‘Transferring Technique – Part Two: Skill Acquisition Pathways’.Simmons,C.

Spring 2007, ‘Multi-purpose Playing Areas’. Holder, P.

Summer 2007, ‘Working with the Young Player’. Sturgess, P.

Summer 2007, ‘Opportunity and Expectation’. Simmons, C.

Summer 2007, ‘Long Term Player Development – Girls and Women’s Football’. Hills. B.

Winter 2007, ‘The Rock’. Simmons, C.

Winter 2007. ‘Talent Development in Football: Psycho Social Perspectives’. Holt, N &

Dunn, J.

Spring 2008, ‘Long Term Player Development’. Hills, B.

Summer 2008, ‘Managing Behaviour – Intervention’. Allpress, J. & Roberts M.

Winter 2008, ‘Learning to Train’. Hills, B.

Winter 2008, ‘Smart Coaching – the Gamecraft Approach’. Allpress, J.

Generic Coaching References Campbell, S. and Crisfield, P. (2002) Making Sport Fun. Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-0-947850-56-2. Earle, C. (2004) How to Coach Children in Sport. Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-902523-53-8. Foreman, G. and Bradshaw, A. (2009) An Introduction to the FUNdamentals of Movement. Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-905540-70-9. Haskins, D. (2010) Coaching the Whole Child: Positive Development Through Sport. Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-905540-78-5 Kerr, A. and Stafford, I. (2003) How to Coach Disabled People in Sport. Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-902523-54-5. Kirkland, S. (2009) Equity in Your Coaching. Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-905540-80-8.



McQuade, S. (2003) How to Coach Sports Effectively. Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-902523-52-1. Miles, A. (2004) What is Sports Coaching? Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-902523-51-4. Miles, A. (2004) Coaching Practice. Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-902523-71-2. Slinn, N. (2006) Safeguarding and Protecting Children: A Guide for Sportspeople. Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-905540-26-6. Sneyd, S. (ed) (2003) How to Coach Sports Safely. Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-902523-50-7. Stafford, I. and Balyi, I. (2009) Coaching for Long-term Athlete Development. Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-902523-70-5. DVD-ROMs sports coach UK (2009) An Introduction to the FUNdamentals of Movement. Leeds: Coachwise Business Solutions/The National Coaching Foundation. (DVD) All the above resources are available from Coachwise 1st4sport: Website: www.1st4sport.com Tel: 0113–201 5555



30

Guidance on Reasonable Adjustments to Assessment 1st4sport Qualifications endeavours to ensure that the assessment requirements and methods used within its qualifications are sufficiently flexible to enable the widest range of learners to demonstrate competence. However, we must also ensure that the arrangements we allow will be fair, valid and reliable to accurately reflect your competence to meet the assessment outcomes of the qualification. We must also ensure that you are not given an unfair advantage or that others think that you are. Adjustments to assessment requirements may take any number of forms, certainly too many to specify. Examples might include your being unable to complete standard written tasks through a temporary or permanent disability; or being unable, through illness or injury, to attend scheduled assessments or effectively demonstrate practical aspects of the qualification. Your tutors and/or assessors will explain the assessment criteria and requirements of the qualification. If you believe that there are reasons why you might find it difficult to show competence through the methods proposed, you should discuss these with your tutor and/or assessor and look at what alternatives may be available. In light of the above, 1st4sport encourages tutors and/or assessors to consider the following alternative methods to enable you to demonstrate competence: In situations where you are unable to attend scheduled assessments, through illness, injury or acceptable and justified personal circumstances, an alternative date for the assessment(s) may be made for you within 30 days of the original date If you are unable to complete written assessments, projects or tasks through a permanent or temporary disability, an alternative method of meeting the outcomes should be considered. Permission to apply for adjustments must be sought from the Quality Management Team (QMT) at 1st4sport Qualifications, at the start of the course/programme or at the first available opportunity. Your requests for special consideration and reasonable adjustments are required to be identified and met, where possible. The 5.7 Reasonable Adjustments Application Form and the 5.8 Special Consideration Application Form can be found on the 1st4sport website and in the Quality Assurance section of the Recognised Centre Resource CD-ROM. Once an application is received, the QMT will evaluate your eligibility and the evidence attached for the appropriate adjustments and inform you of the possible next steps. The application form and additional documentation/evidence in support of the application must be emailed to: [email protected] If only hard copies of evidence/documentation in support of the application are available, these should be sent, with the appropriate form, by post to: The Quality Management Team 1st4sport Qualifications Coachwise Ltd Chelsea Close Off Amberley Road Leeds LS12 4HP


Developed in Partnership with FA Learning


Tutor/ Assessor/Verifier Guidance

Part Two

Product Reference L1ACFQ 3.4b


Product Reference: L1ACFQ 3.4b

© Coachwise Ltd, 2010

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Enquiries should

be addressed to 1st4sport Qualifications.

1st4sport Qualifications Coachwise Ltd Chelsea Close

Off Amberley Road Armley

Leeds LS12 4HP Fax: 0113-231 9606

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

The Ofqual-recognised awarding body 1st4sport Qualifications is a brand of

Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the national development of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop

and advance sport nationwide.

Developed in partnership with FA Learning

The Football Association Post: The Football Association Wembley Stadium Wembley Stadium

Wembley PO Box 1966 Middlesex HA9 0WS London SW1P 9EQ Tel: 020-7745 4545

Website: www.TheFA.com/FALearning

National/Qualification Accreditation Number: 501/1628/9

Edited – AT – 90629:9


Product Reference L1ACFQ 3.4b

Contents Page

Introduction 31

The Workbook 32

Tasks 1 – 7 with exemplar answers 33

Tasks 1 – Player and Coach Development 33

Tasks 2 – Football Club Administration 37

Tasks 3 – RESPECT guide for parents and carers 43

Tasks 4 – Football for All 47

Tasks 5 – Planning and Delivery of a Football Activity Session 53

L1ACFQ Practical Coaching Observation Checklist Assessor Guidance

54

Tasks 6 – Laws of the Game 55

Tasks 7 – Planning and Delivery of a Football Activity Session 59


Product Reference: L1ACFQ 3.4b

Tutor Notes:


31 Product Reference: L1ACFQ 3.4b

Introduction

Contacting 1st4sport Qualifications Post: 1st4sport Qualifications,

Coachwise Ltd, Chelsea Close,

Off Amberley Road, Armley, Leeds LS12 4HP

Tel: 0113-290 7610 Fax: 0113-231 9606 Email: [email protected] Website: www.1st4sportqualifications.com Contacting The Football Association and FA Learning Post to:

FA Learning The Football Association Wembley Stadium PO Box 1966 London SW1P 9EQ

Tel: 020-7745 4545 Website: www.TheFA.com/FALearning Information on the UK Coaching Certificate Website: www.sportscoachuk.org Email: [email protected]


Product Reference: L1ACFQ 3.4b 32

The Workbook The first part of this Pack has been produced in a workbook format to assist you in meeting the assessment requirements of the qualification. It is divided into a number of tasks, which require you to either:

produce some written work covering the knowledge requirements of the qualification

or

deliver practical coaching activity sessions that will be observed by a coach educator as part of either your assessment.

If you have any questions concerning the completion of the workbook and the tasks it contains, you should contact your coach educator or the approved centre with whom you are registered.

Task Title Page

1 Young Player Development 7

2 Football Club Administration 11

3 RESPECT and Responsibilities to the Game 17

4 Football for All 21

5 Planning and Delivery of a Football Activity Session 27

6 Laws of the Game 33

7 Planning and Delivery of a Football Activity Session 37



Task 1 – Assessed Task Young Player Development A template is provided to support your recording and evidence for the task. Any supporting written work should be stored in your Learner Pack alongside the task. The Task a Read Sections One and Two of The FA An Introduction to Coaching handbook and

Appendix Two at the end of the book titled ‘The FA Mini Soccer Handbook’.

b Using the template provided outline the benefits and adaptations of Mini Soccer for

young players (information may be found in Appendix Two of The FA An Introduction to Coaching handbook).

c Using the template provided, describe the characteristics displayed by young

footballers in different age groups. (Information may be found in Section One of The FA An Introduction to Coaching handbook).

d Briefly describe the signs, symptoms and causes of overuse injuries.

(Information may be found in Section Two of The FA An Introduction to Coaching handbook).

Additional guidance can be obtained from the following references:

www.TheFA.com/FALearning The FA Mini Soccer Handbook (contained within The FA An Introduction to Coaching

handbook)

Task 1 Achievement Record

Task Component

Evidence Competent Assessor Signature

Date

b

c

d

Feedback



Learner notes:



Task 1b – Young Player Development Use this template to answer the questions below:

Learner name:

Describe the benefits to young players of Mini Soccer

Assessor Guidance Candidates answers should include reference to at least half the following: More enjoyment More touches of the ball More involvement in the game Introduction to playing as a team Introduction to some of the Laws of the Game Enjoyable way to develop fitness.

How does the format of Mini Soccer encourage young players’ enjoyment/involvement?

Assessor Guidance Candidates answers should include reference to at least half the following:

Smaller teams Simpler rules Shorter games Roll on/off subs Equipment adjusted eg: goals, footballs, Often no leagues – festivals/mini soccer centres Shorter seasons.



Task 1c – Young Player Development Use this template to describe the player characteristics of each of the age groups.

Age Group Player Characteristics

Under 8s

Assessor Guidance Candidates answers should include reference to at least half the following in all four age groups: Excitable, enthusiastic; selfish; talkative; short concentration span; limited understanding of space; sensitive; limited decision-making.

Under 10s More aware of others; enthusiastic; more attentive; enjoy a challenge; begin to lose flexibility; Golden Age of Learning.

Under 14s Problem solving; sensitive to peer pressure; able to identify others’ strengths and weaknesses; more competitive; undergoing physical change; more aware of team play.

Over 15s Growing stronger; greater mental strength; ability to meet physical challenges; more tactically aware; more analytical; more competitive; on-going change in school/parent/relationship developments.

Task 1d – Young Player Development Use this template to answer the questions below: Briefly describe the signs and symptoms of overuse injuries that are common in young players Assessor Guidance Candidates answers should include reference to at least half the following in both boxes: Aching, discomfort or pain in the problem area Pain when specific movement is performed No history of direct injury Stiffness, aching during/after training or games Tenderness to touch/pressure in the area Visible swelling in the knee/heel area History of missing sessions/matches Problem develops gradually and progressively Worsens with continued activity.

Briefly describe the causes of overuse injuries that are common in young players

Overplay – too many games/training sessions over a period of time Player undergoing periods of growth – bone not fully formed. Growth plates – weakest

during puberty and vulnerable Muscles mature more quickly in young footballers Bone grows faster than muscle and other soft tissue Different bones mature at different times and footballers are often more susceptible to

injury if they are late to fully mature Football involves strong actions that increase the load on the developing bones (eg

jumping, landing, kicking etc).



Task 2 – Assessed Task Football Club Administration A template is provided to support your recording and evidence for the task. All supporting written work should be stored in your Learner Pack alongside the task. The Task a Read The FA Grass-roots Club Administration handbook and in particular Sections

One, Two, Three and Five. b From the information in Section One of The FA Grass-roots Club Administration

handbook list six key things that you would need to consider when setting up a new football club and briefly describe what actions you would need to take to implement them (Information may also be found in Section Two of The FA Grass-roots Club Administration handbook).

c Having set up your club, outline a timetable of actions needed for the different

phases of a season. (Information may be found in Section Three of The FA Grass-roots Club Administration handbook).

d Describe the key elements you need to consider when planning a football festival or

tournament. (Information may be found in Section Five of The FA Grass-roots Club Administration handbook).


www.TheFA.com/FALearning The FA An Introduction to Coaching handbook The FA Grass-roots Club Administration handbook


Task Component


Date

b

c

d

Feedback



Learner notes:



Task 2b – Football Club Administration Use this template to answer the questions below:

Learner name:

List six key things that you would need to organise when setting up a new football club and briefly describe what actions you would need to take to implement them.

Key Things to Organise Actions You Would Need to Take to Implement Them

Assessor Guidance Learners’ answers should include reference to at least one action in each of the following sections:

1 Club Affiliation Affiliate to their County FA and the appropriate league. Seek advice on suitable league membership from your

County FA.

2 Constitution/Club Officials

Appoint a chairperson, treasurer and secretary to enable the club to function correctly.

Produce a list of costs to run the team together with a budget of income/expenditure.

3 Player Registrations Register players and be fully conversant with the rules of

each competition you wish to enter.

4 Public Liability and Personal Injury insurance

Clubs should obtain adequate Public Liability and Personal Injury insurance cover for players for both playing and travelling to matches.

5 League and Cup Fixtures

Establish links with League and Club Fixtures Secretary for all arrangements, including pitch hire, appointment of officials, kick-off time, transport arrangements, etc.

6 Kit and Equipment Purchase suitable equipment for all club teams, eg:

playing strip, first aid kit, nets and balls.



Task 2c – Football Club Administration Use this template to outline a club action timetable for the three different phases of a season.

Component Timetable

Pre-season:

Assessor Guidance Candidates answers should include reference to at least half the following actions in each section:

Players – Squad of at least 14 or appropriate number for mini soccer Affiliation – Forward documentation/fees to CFA/League Facilities – Organise pitches/training facilities Risk Assessment – For both training/playing venues Meetings – Organise club/team meetings, AGMs and Leagues Registration – Register all players with all leagues/County FA Friendly fixtures – Arrange with other affiliated club secretaries Subscription – Set for players and members Code of Conduct – Agreed for players, spectators, officials and coaches Parents Night – Useful to organise with a youth section.

During the season:

Meetings – To attend for Leagues/Competitions, Club Committee and Player/Parents

Training – Continue to monitor venue and coaching programme Home Games – Organise pitches, opposition, kick off, directions, team

colours and match officials Match Day – Pitch/goalpost/safety, match official payment, equipment

stored, refreshments Away Games – Confirm kick off, directions, colours with home and away

team Provision of match officials/team sheets for games during the season Results – Post/telephone to the League official Administration – Reply to correspondence promptly Disciplinary Procedures – Player/Secretary must complete appropriate

documentation/fines.

End of the season:

AGM – Organise a review of the year, elect club officers and approve

club accounts Accounts – Annual accounts should be agreed as many County FAs ask

for copies Presentation Evening – Organise for players and volunteers who keep

the club going Plan ahead for the next season.



Task 2d – Football Club Administration Use this template to list the most important things that you need to consider when planning a football festival or tournament.

Considerations

Key components to planning a football festival or tournament

Assessor Guidance Candidates answers should include reference to at least half the following: Prepare a Tournament order of play Prepare a Tournament timetable Advise the media Prepare score cards Organise refreshments Send out letters/maps and rules and regulations Invite a guest of honour Distribute a spirit of the game fact sheet Distribute Club information/whistles/stop watches/air horns/balls Book a suitable venue Ensure pitches are marked Ensure mini soccer goals, bibs, balls are in place First Aid cover Referees/coaches/helpers Produce application form/publicity to schools/clubs Sanction rules and regulations Order trophies, medals and certificates Obtain sponsorship.



Learner notes:



Task 3 – Assessed Task RESPECT and Responsibilities to the Game A template is provided to support your recording and evidence for this task. All supporting written work should be stored in your Learner Pack alongside the task. The Task a Complete the online FA RESPECT module.

This may be found at: www.TheFA.com/RespectGuide. On completion of the module, you should print off the on-line RESPECT completion confirmation and include it as evidence with this task. If you would like an FA RESPECT Module Certificate, it can also be purchased on-line for a small fee on successful completion of the module.

b Read The FA Grass-roots Club Administration handbook, Section Seven and The FA

An Introduction to Coaching handbook, Section Five. c Using the information above, describe how within a club, three different types of

people who should be aware that there is a Code of Practice/Conduct /Behaviour that may impact on them, and the content of the code(s) that apply.


www.TheFA.com/FALearning The FA Grass-roots Club Administration handbook The FA An Introduction to Coaching handbook www.thefa.com/Leagues/Respect/CodesofConduct.aspx


Task Component


Date

a

c

Feedback



Learner notes:



Task 3c – RESPECT and Responsibilities to the Game Use this template to answer the following question. Within a club describe three different types of people who should be aware that there is a Code of Practice/Conduct that impacts on them and give examples of key components of the Codes that will apply to them:

Learner name:

Types of People Which Code of Practice/Conduct/Behaviour Applies

Assessor Guidance Candidates answers should include reference to at least half the areas identified in each of the RESPECT Codes for:

Players (Young and Adult)

See Section Seven of The FA Grass-roots Club Administration handbook (pages 68 – 71)

See Section Five of The FA An Introduction to Coaching handbook (pages 50 – 51)

Coaches, Team Managers and Officials



Spectators and Parents/carers.





Learner notes:



Task 4 – Assessed Task Football for All There are two ways that you can complete this task, either by completing The FA Equality and Diversity on-line module (A), or by reading a section of The FA An Introduction to Coaching handbook and answering some questions (B). Where possible you are encouraged to complete the more comprehensive on-line module. Templates are provided to support your recording and evidence of the task. All supporting written work should be stored in your Learner Pack alongside the task. The Task Either: A Complete the online FA Equality and Diversity module. This may be found at:

www.TheFA.com/FALearning. On completion of the module, you should print off the on-line completion confirmation and include it as evidence with this task. If you would like an FA Equality and Diversity Module Certificate, it can also be purchased on-line for a small fee on successful completion of the module or

B If you are not able to access the on-line module, read pages 54 and 59 of The FA An

Introduction to Coaching handbook and complete the questions in the templates that follow.


www.TheFA.com/FALearning The FA An Introduction to Coaching handbook The FA Grass-roots Club Administration handbook


Task Component


Date

A FA Equality and Diversity module

B1

B2

B3 /12

Feedback



Task 4 B1 – Equity and Diversity Use this template to answer the questions below:

Learner name:

Appropriate language and behaviour in football After reading page 55 of the FA Introduction to Coaching handbook, please give three examples of acceptable terms for different groups who could be involved in football.

Task 4 B2 – Disability Football Use this template to answer the question below:

Disability Football There are different types of rule adaptations for the game of football that have been developed for a variety of disabilities. For details see on pages 57 to 59 of the handbook. In this task you are required to select three different groups and give one example of a rule adaptation for each. Alongside this give a brief summary of how it would help with players’ inclusion.

Disability Rule adaptation How it helps players’ inclusion



Task 4 B3 – Equity and Diversity – Answers on the FA Tutor Web-site Please answer all the questions below by ticking the one answer that you think is most correct. Learners are expected to achieve a mark of 8/12, to successfully complete the task:

1 If a football club decided not to start a girls’ team because it would cause too much disruption. This is an example of:

Tick one

a Stereotyping

b Discrimination

c Homophobia

d Sexual harassment

Marks

2 The acronym BME stands for: Tick one

a Black and Multi-Racial Equality

b Black and Minority Ethnic

c Black Movement for Equality

d Black Movers for England

Marks

3 Ethnic Group is a term used to describe people of the same race or nationality, with a long shared history and:

Tick one

a ...the same skin colour

b ...a distinct culture

c ...common relatives

d ...shared religion

Marks

4 When refereeing a match, you should always face a deaf player: Tick one

a ...when raising your arm to signal a indirect free kick

b ...before you start to speak to them

c ...when blowing your whistle

d ...when awarding a goal

Marks



5 The Let’s Kick Racism Out of Football campaign, was established in 1993. In 1997 it re-launched as:

Tick one

a Racism Out

b Racism in Football

c Racism Out of Football

d Kick It Out

Marks

6 Unacceptable abusive behaviour towards gay and lesbian people is called: Tick one

a Sexist

b Homophobic

c Bigoted

d LGBT-ism

Marks

7 Inciting racial hatred is: Tick one

a ...inapplicable in sport

b ...hard to prove

c ...a thing of the past

d ...a criminal offence

Marks

8 If someone says that all women who play football are probably lesbians, it is an example of:

Tick one

a Stereotyping

b Discrimination

c Homophobia

d Sexism

Marks

9 Muslim and Jewish people: Tick one

a ...don’t play football

b ...are Vegetarians

c ...cannot play football on a Wednesday

d ...do not, as a rule, eat pork

Marks



10 Most Hindus and Sikhs: Tick one

a ...do not, as a rule, eat pork

b ...are Vegetarians

c ...wear their hair long and never cut it

d ...don’t play football

Marks

11 A local football club has a policy that states that all female members of the club should help with preparing and serving after match refreshments. This is an example of:

Tick one

a Stereotyping

b Discrimination

c Homophobia

d Sexual harassment

Marks

12 A County FA rejects a woman for a management job because she might in the future get pregnant. This is an example of:

Tick one

a The glass ceiling

b Discrimination

c Sexual harassment

d Application of Employment Law

Marks

End



Learner notes:



Task 5 – Assessed Practical Task Plan and Deliver a Football Coaching Activity Session For this task, you will be observed coaching a planned activity session. You will be given an outline of a group of players and a game to plan and deliver. A planning and review template is provided for you to use, as are the criteria against which your assessor will assess you and provide you with feedback on your delivery of the session. This first session is very much a practice session and should give you clear guidance on how to improve your coaching prior to your final assessment in Task 7. All written work associated with this task should be stored in your Learner Pack alongside the task. The Task a Read Sections Two and Three of The FA An Introduction to Coaching handbook.

b Following your allocation of a game to coach, refer to the guidance in Section Three

of The FA An Introduction to Coaching handbook and use the L1ACF Coaching Activity Session Planner to develop a plan for the delivery of that activity in a 15-minute session.

c Once you have planned your session, you will be asked to deliver it, demonstrating

that you can safely organise the session and show some progression within the activity. Your tutor will give you feedback against the criteria on the L1ACF Practical Coaching Observation Checklist.

d On completion of your session and following discussions with your fellow learners,

complete the written evaluation using the Football Coaching Review Sheet provided. This review sheet requires you to review your organisation, session content (did the session deliver the outcomes of The FA LTPD Four Corner model?), progression and communication skills.


Task Component


Date

b – Planning

c – Delivery

d – Evaluation

Feedback



L1ACFQ Practical Coaching Observation Checklist Assessor Guidance Session Organisation The Learner:

Assessor Guidance

checked and maintained the safety factors prior to and during the session

Addresses any H&S issues relating to the playing area, equipment, players and the environment. Ongoing throughout the session. Do they actually ensure safety or just mention it. A DUTY OF CARE.

presented a professional appearance and ensured the players’ dress and the equipment was appropriate

Dresses appropriately for the weather conditions. Are they identifiable?

clearly outlined the nature, structure and rules of the activity

Provides relevant information regarding the activity. Caters for different learning styles within the group (VARK)

organised appropriate areas, equipment and groups quickly and effectively

Starts the activity quickly & uses an appropriate amount of space. Manages the time available for the activity effectively

identified the Top Tips for the game being delivered

Candidates should identify ‘Top Tips’ in the session plan. Candidates not referencing Top Tips in their delivery for task 7 would not lead to an AP and therefore be a reason for an NYC at level 1. Rather it should be used to identify and assist with action planning for those that have correctly used the ‘TopTips’. (For example a candidate who has used Top Tips appropriately could be action planned to progress towards the Level 2CCF).

Session Management The Learner:

Assessor Guidance

created an enjoyable and positive learning environment

Engages the whole group positively & shows enthusiasm for their work

established and maintained control of the players throughout the session

Ensures discipline & reminds the players of any rules/conditions.

enabled all players to take a full and active part in the activity.

Provides opportunities for all players to participate. Rotation of role if necessary

Game-related Understanding The Learner:

Assessor Guidance

provided a realistic and challenging activity session for the players

Challenges all players throughout the session. Realism linked to the elements of the game (i.e. The required techniques & the basic ‘Principles of Play’)

REMEMBER Candidates not referencing Top Tips in their session would not lead to an AP and therefore be a reason for an NYC at level 1. Rather it should be used to identify and assist with action planning for those that have correctly used the ‘TopTips’. (For example a candidate who has used top tips appropriately could be action planned to progress towards the Level 2CCF).

adopted an appropriate coaching position throughout the activity

A good vantage point. Maximum effect with Minimum interference

showed an understanding of when to progress the session.

Realistic progressions which are appropriate for the players & session being delivered

Communication Skills The Learner:

Assessor Guidance

provided clear and accurate explanations

Concise and Precise. Appropriate terminology for the players. Demo’s if needed.

motivated and inspired the players to improve performance

Gives praise & encouragement when deserved. Sets realistic challenges for the player(s)

provided an effective and interactive debrief.

Checks what the players now know with a maximum of 2/3 questions. Not a final opportunity to demonstrate what they know.



Task 6 – Assessed Task Laws of the Game A template is provided to support your recording and evidence for the task, or you may choose to develop your own. All supporting written work should be stored in your Learner Pack alongside the task.

The Task a Read Section Five of The FA An Introduction to Coaching handbook and The FA Mini

Soccer Handbook in Appendix Two at the end of the Handbook. b Work through the questions on The FA Learn the Laws CD-Rom.

c Having researched the Laws, answer the nine questions.


www.TheFA.com/FALearning Learn the Laws CD

The FA An Introduction to Coaching handbook


Task Component


Date

c

Feedback



Learner notes:



Task 6c – Laws of the Game Answer the self-tester questions below. You may use any references provided as part of the qualification, and you are expected to get at least six questions correct:

Learner name: Mark:

1 If the ball is played forward to a player in an offside position you would award:

One mark – one answer:

a) a direct free kick

b) an indirect free kick

c) a corner kick

d) a goal kick 2 A direct free kick would be awarded for: One mark – one answer

a) offside

b) the ball going over the goal line

c) obstructing an opponent

d) deliberate handball 3 For which of the following offences would you award a penalty?

One mark – one answer

a) a defender deliberately handling the ball in the penalty area

b) a pass to the goalkeeper

c) a foul throw

d) a defender handling the ball outside the penalty area 4 When a player taking a throw-in has the ball behind their head, using both hands

and throws the ball into the field of play they should have: One mark – one answer

a) one foot in the field of play

b) both feet on or behind the touch line

c) both feet inside the field of play

d) one foot off the ground



5 You would tell a player to leave the field if: One mark – one answer

a) they scored from a direct free kick

b) they received a pass in an offside position

c) they need to have blood cleaned from a wound

d) they scored from a corner 6 The kick-off must be retaken if: One mark – one answer

a) the ball is played backwards

b) a player enters the opposition half as the ball is kicked

c) the ball is played forward

d) the referee has blown their whistle to indicate that the match can start

7 In Mini Soccer, all free kicks are: One mark – one answer

a) sometimes direct

b) direct

c) indirect

d) sometimes indirect 8 In Mini Soccer matches, all young players must wear: One mark – one answer

a) shin guards covered by socks

b) gloves

c) hats

d) a watch 9 In a Mini Soccer under-7/8 game, the minimum number of players per team is:

One mark – one answer

a) 4

b) 5

c) 6

d) 7 - End -



Task 7 – Assessed Practical Task Plan and Deliver a Football Coaching Activity Session For this task, you will be observed coaching an allocated Game which you will be asked to plan and deliver. A template is provided for you to use, as are the criteria against which your assessor will assess you and provide you with feedback on your coaching. All written work associated with this task should be stored in your Learner Pack alongside the task. The Task a Read Sections Two and Three of The FA An Introduction to Coaching handbook.

b Following your allocation of a game to coach, refer to the guidance in Section Three

of The FA An Introduction to Coaching handbook and use the L1ACF Coaching Activity Session Planner to develop a plan for the delivery of that activity in a 15-minute session.

c Once you have planned your session, you will be asked to deliver it, demonstrating

that you can safely organise the session and show some progression within the activity. Your assessor will give you feedback against the criteria on the L1ACF Practical Coaching Observation Checklist.

d On completion of your session and following discussions with your fellow learners,

complete the written evaluation using the Football Coaching Review Sheet provided. This review sheet requires you to review your organisation, session content (did the session deliver the outcomes of The FA LTPD Four Corner model?), progression and communication skills.


Task Component


Date

b – Planning

c – Delivery

d – Evaluation

Feedback



Learner notes:



L1ACF Coaching Activity Session Planner

Learner coach:

Date produced:

Coach educator:

Time available

for the session:

Information on Players

Number of players:

Age: Ability level:

Medical

information:

Particular needs:

Information on Facilities and Resources

Location: Session

date:

Facility needs:

Equipment needs:

Health and safety

issues:

Session Plan

Session title:

Timings

Warm-up activities:

Cool-down activities:

Top Tips



Session title:

Timings

Prac

tica

l fo

cus

of

Gam

e

Gam

e des

crip

tion/d

iagra

m

Progre

ssio

ns



Football Coaching Review Sheet When you have delivered each of the activities, you should review how the session went using the template provided. Review of the Delivery of the Activity Describe how effectively you think you did each of the following:

Was your organisation of the Game appropriate?

(Facilities, equipment and area)

Did your delivery of the Game meet

the needs of the players?

Did the session deliver the

outcomes of The FA LTPD Four

Corner model?

What other activities might

also have been appropriate?

Did you have to adapt the Game?

If so, how?

What might you improve the

organisation?

Did the Game enable all the players to be

involved fully?

What feedback did you get from the

players and other people on

the Game?

Which areas of your

communication with players could

be improved?

What progression would you do next with the players?



Learner notes:

1st4sport Level 1 Award in Coaching Football...

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