1st4sport Level 3 Certificate in Coaching Cricket (QCF) · 2018-01-12 · The 1st4sport Level 3...

Developed in Partnership with the England and Wales Cricket Board (ECB)

1st4sport Level 3 Certificate in Coaching Cricket (QCF)

Qualification Specification

Version 3: 01 November 2016

This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre recognition Conditions. Tutors, assessors and verifiers should also comply with the following addendums to ensure full deployment of the standards required to be maintained:

The Learner Pack The Tutor, Assessor, Verifier Guidance This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed.

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© Coachwise Ltd, 2016

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the copyright owner. Enquiries should be addressed to 1st4sport Qualifications.

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Armley Leeds LS12 4HP Fax: 0113-231 9606

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

1st4sport Qualifications is recognised as an awarding organisation by the UK regulators

Ofqual, Qualifications Wales, CCEA and SQA Accreditation. 1st4sport is brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the national development of coaches and the coaching system. Any

proceeds go directly back to sports coach UK to help them develop and advance sport nationwide.

National/Qualification Accreditation Number: 600/2759/9

Qualification accreditation date: 22 July 2011

Specification publication date: 1 October 2014 All content rationalised and Conditions redeveloped to encompass evidence requirements

V3 01 November 2016: Qualification Review Date updated and unit specifications inserted into appendices

mailto:[email protected]

http://www.1st4sportqualifications.com/

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Contents

List of contents Page

Introduction to 1st4sport Qualifications

Qualification Regulation Details and Dates Qualification Structure and Units

1

Qualification Purpose Statement

Overview Progression Support

2

Qualification Approval Conditions: Section One - Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios QCON 1.2 Qualification administrator QCON 1.3 Qualification coordinator QCON 1.4 Qualification tutors QCON 1.5 Qualification assessors QCON 1.6 Qualification internal verifiers QCON 1.7 Qualification delivery sites, facilities and environment QCON 1.8 Qualification equipment and clothing QCON 1.9 Qualification materials QCON 1.10 Qualification fees

3

Qualification Approval Conditions: Section Two - Administration, initial assessment and inductions

QCON 2.1 Course/programme administration QCON 2.2 Learner enrolment, agreement and registration period QCON 2.3 Learner eligibility and pre-requisites QCON 2.4 Learner eligibility and barriers to access QCON 2.5 Learner inductions

9

Qualification Approval Conditions: Section Three - Training and Assessment

QCON 3.1 Training and Assessment Hours QCON 3.2 Training and Assessment Programme QCON 3.3 Assessment Specification QCON 3.4 Assessment tools QCON 3.5 Assessment Eligibility QCON 3.6 Assessment process QCON 3.7 Eligibility of learners for special consideration QCON 3.8 Eligibility of learners for certification QCON 3.9 Reassessments

13

Qualification Approval Conditions: Section Four - Internal Quality Assurance

QCON 4.1 Internal Verification Strategy QCON 4.2 Internal Verification Sampling QCON 4.3 Internal Verification Interventions

19

Communications and Contacts

20

Appendix 1: Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF)

21

Appendix 2: Unit Specifications for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF)

25

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Introduction to the Qualification

The 1st4sport Level 3 Certificate in Coaching Cricket (QCF) is solely awarded by 1st4sport Qualifications and has been developed in partnership with the England and Wales Cricket Board (ECB).

Qualification Regulation1 Dates and Details

Qualification Title Qualification No. GLHs Level Credit

1st4sport Level 3 Certificate in Coaching Cricket (QCF)

600/2759/9 96-127 3 26

Regulation Dates

Qualification regulation start date: 22 July 2011

Qualification review date: 30 September 2016

Certification end date: 30 September 2018

Qualification Structure and Units

To qualify for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF), learners must successfully achieve 26 credits from the 11 mandatory units. Achievement of the qualification is normally through attendance on a course of training and completion of the 1st4sport Learner Pack inclusive of all assessed tasks. The unit specifications for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF) are contained within the appendices of this Qualification Specification.

Title Accreditation No. Level GLHs Credit

301 Understanding the Principles of Safe and Equitable Coaching Practice

M/601/2108 2 13 2

302 Understanding the fundamentals of coaching programmes

T/601/3535 3 18 3

303 Understanding the principles of planning coaching programmes

A/601/3536 3 18 3

304 Understanding how to support participants’ lifestyle through coaching

F/601/3537 3 18 3

305 Analyse players’ performance and set programme goals in cricket

D/503/4398 3 5 2

306 Plan cricket coaching programmes H/503/4399 3 8 2

307 Manage safe and effective cricket coaching programmes

L/503/4400 3 12 2

308 Deliver cricket coaching programmes R/503/4401 3 15 3

309 Develop participants' performance in cricket

Y/503/4402 3 22 3

310 Monitor and evaluate cricket coaching programmes

D/503/4403 3 6 2

311 Develop cricket coaching practice H/503/4404 3 5 1

1 This qualification is equivalent to Level 3 on the European Qualifications Framework (EQF). Further information about

the EQF can be found through this link.

http://register.ofqual.gov.uk/Unit/Details/M_601_2108

http://register.ofqual.gov.uk/Unit/Details/T_601_3535

http://register.ofqual.gov.uk/Unit/Details/A_601_3536

http://register.ofqual.gov.uk/Unit/Details/F_601_3537

http://register.ofqual.gov.uk/Unit/Details/D_503_4398

http://register.ofqual.gov.uk/Unit/Details/L_503_4400

http://register.ofqual.gov.uk/Unit/Details/Y_503_4402

http://register.ofqual.gov.uk/Unit/Details/D_503_4403

http://ec.europa.eu/eqf/home_en.htm


Qualification Purpose Statement Overview

What does this qualification cover? The objective of the Level 3 Certificate in Coaching Cricket (QCF) is to provide a benefit to learners via the skills and knowledge required to enable them to develop high level cricketers through effective cricket coaching.

Who is this qualification designed for? This qualification is designed to prepare aspiring coaches for employment as a cricket coach in paid or voluntary roles, potentially within the professional game. It is appropriate for existing Level 2 cricket coaches wishing to develop coaching skills in cricket, providing they are working within a performance environment and are selected by the ECB as a valid candidate to undertake the qualification.

Progression

What could this qualification lead to? This qualification leads to paid or voluntary roles in coaching the sport of cricket in a variety of settings including working as a head coach within an amateur cricket club or working as a coach within the professional game. It is likely that the qualification will lead to further opportunities within County Cricket Clubs/County Cricket Boards.

The skills and knowledge developed through this qualification may also be used enable you to progress to other industry-relevant qualifications in coaching other sports, supporting PE in school sport and sports development.

Support

Who supports this qualification? The qualification is recognised as the industry standard level 3 qualification for coaching by the national governing bodies for cricket in England: the England and Wales Cricket Board (ECB). The qualification is also endorsed by the trade association for coaches, sports coach UK, as meeting its UKCC criteria.


Qualification Approval Conditions

1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval Conditions.

Failure to comply with all relevant conditions will result in sanctions being applied which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities.

Section One: Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

Conditions Evidence: minimum workforce

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

a qualification administrator a qualification coordinator an ECB approved tutor/assessor

an ECB approved internal verifier (IV)3 In deploying the workforce, the recognised centre must ensure that each course operates with a maximum of 12 learners to one approved ECB coach educator.

The observed assessments must be conducted on a 1:1 basis

Must be evidenced in the Staff section of Athena, the 1st4sport Quality Assurance System4. Each member of staff must be named and linked to the qualification and role. This information must be current at all times and include as a minimum:

a qualification administrator

a qualification coordinator an ECB tutor/assessor an ECB field trainer (internal verifier)

1st4sport will conduct a quality check on tutors, assessors and internal verifiers against the ECB master workforce list.

Evidence: ratios

Must be evidenced through:

course/programme attendance registers to include staff and learners

course/programme authorisation requests to 1st4sport

internal verification sampling plans and reports.

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



QCON 1.2 Qualification administrator

Conditions Evidence: competence

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


course authorisation and any related

activities learner registration and any related activities learner certification and any related

activities.

QCON 1.3 Qualification coordinator

Conditions Evidence: competence

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


qualification resource records (staff,

sites, learning and assessment materials)

qualification administration, initial assessment and induction records

training, assessment and internal quality assurance records.

QCON 1.4 Tutors

Conditions Evidence: initial capability and competence

The recognised centre is required to recruit and deploy approved ECB tutors who are responsible for the delivery of the UKCC endorsed ECB learning programme.


1st4sport approval of each tutor within the

Athena Staff tab. Evidence: ongoing capability and competence


standardisation activities internal verification reports and action

responses external verification reports and action

responses (Athena).


QCON 1.5 Assessors

Conditions Evidence: Initial capability and competence

The recognised centre is required recruit and deploy approved ECB assessors who are responsible for the management of the assessment process.


1st4sport approval of each assessor within

the Athena Staff tab. Evidence: ongoing capability and competence


the assessment records recorded standardisation activities internal verification reports and action

responses external verification reports and action

responses (Athena).

QCON 1.6 Internal verifiers

Conditions Evidence: Initial capability and competence

The recognised centre is required to recruit and deploy approved ECB field based trainers (FBT’s) as internal verifiers.


1st4sport approval of each internal verifier

(field trainer) within the Athena Staff tab.

Evidence: ongoing capability and competence


recorded standardisation activities internal verification records (implementation

of sampling and reports) external verification reports and action

responses (Athena).


QCON 1.7 Qualification delivery sites, facilities and environment

Conditions Evidence: sites and facilities

The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of learning and assessment.

All training and/or assessment sites must include the following facilities:

A practical space which includes a practical

indoor playing area to cater for a minimum of 12 and a maximum of 24 learners working in four groups of six (for cricket group coaching sessions).

A theory space which includes a classroom containing multimedia facilities such as data projector and laptop (to access the ECB resource) and/or an OHP, television and video recorder, flip charts and flip chart pens.

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


site/facility inventories and risk assessments internal verification reports external verification reports (Athena).


QCON 1.8 Qualification equipment

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment which must comply with accepted health and safety practice for cricket and include as a minimum:

cricket bats (one bat to three learners) children’s cricket balls (one ball per learner) four large soft balls incrediballs (one ball per learner) cones (two cones per learner) kwik Cricket stumps (one set to three learners) batting tees (one tee per four learners).

The recognised centre is required is required to ensure that all learners and participants wear appropriate sports apparel to be able to actively participate in the course of learning and assessment.


pre-course instructions on clothing to

learners site/equipment inventories and risk

assessments internal verification reports external verification reports (Athena).

QCON 1.9 Qualification materials

Conditions Evidence: materials

The recognised centre is required to use the teaching, learning, assessment and internal verification materials provided by 1st4sport and the ECB to facilitate the full UKCC endorsed learning and assessment programme.


the published UKCC endorsed programme of learning and assessment

ECB workbooks which are annotated by the tutor/assessor to support learner development

online assessment activities provided by the ECB with assessor feedback

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

internal verification reports external verification report (Athena).


QCON 1.10 Qualification fees5

Conditions Evidence: Fees and payments

The recognised centre is required to pay a £55 (+VAT where applicable) learner registration and certification fee, per registered learner, when the course is authorised with 1st4sport within the appropriate timescales.

Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack service for additional £5 fee per learner (+VAT where applicable).

The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification; this should include a comprehensive package of learning and assessment and any optional costs made very clear at the point the learner enters into a contract with the centre.


pre-course marketing tools pre-course instructions through

communications to learners course authorisation requests to 1st4sport

and related payment logs.

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

tools are also provided and are complimentary


Section Two: Administration, initial assessment and inductions

QCON 2.1 Course administration

Conditions Evidence: course administration

The recognised centre is required to engage with the ECB Education Membership Management System (EMMS6) to be able to authorise courses, and register and certificate learners.

Must be evidenced though:

engagement with EMMS course authorisation records, related updates

and communications learner registration records, related updates

and communications learner certification records, related updates

and communications.

QCON 2.2 Learner enrolment and learning contracts/agreements

Conditions Evidence: enrolment and agreements

The recognised centre is required to have a fair and equitable enrolment process. In doing so relevant learner information must be collected to enable initial assessment of learner’s eligibility be conducted.

Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure that they:

conduct themselves accordingly in

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

for this qualification is two years in which time they must complete all

aspects of their learning and assessment including reassessments.

comply with recognised centre policy and procedures

comply with the qualification conditions, 1st4sport policy, position statements

and related processes.


learner application forms or web based

application services signed learning agreements/contracts7.

6 To gain access to EMMS and obtain the user guide, please contact the Business and Administration Manager for the

ECB Tel: 0121-440 1748 7 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form


QCON 2.3 Learner eligibility and pre-requisites8

Conditions Evidence of pre-requisites

Prior to registration learners are required to:

be at least 18 years of age hold the 1st4sport Level 2 Certificate in

Coaching Children’s/Young People and Adults’ Cricket (QCF) or equivalent (such as the previous 1st4sport Level 2 Certificate in Coaching Cricket (QCF) qualification)

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

Prior to certification, learners must:

hold, as a minimum, a current emergency aid

certificate have evidence of having undergone training in

the protection of children and vulnerable adults from abuse

have completed, via the ECB Disclosure and Barring Service (DBS) department, the process that provides them with a clear enhanced DBS Check; learners will be provided with the mechanism by which to seek a clear ECB DBS check via their recognised centre.


learner records containing personal data

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

learner identity check details containing the type of proof, the reviewer’s name and the date confirmed

records of the checks that took place to ensure that the learner has been trained in the protection of children and vulnerable adults from abuse, the type of evidence, the reviewers name and confirmation date

records of checks that took place to ensure that each learner has a clear enhanced DBS Check, the reviewers name and confirmation date

records of the checks that took place to ensure that the learner has a current emergency aid certificate, the type of certificate, the reviewers name and confirmation date

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

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

coaching practice. Those working towards this qualification will be required by employers to complete a self-disclosure of past convictions and cautions, and to apply for a disclosure through the DBS. In some cases, status as an ECB registered coach will preclude the need for further employer’s checks.


QCON 2.4 Learner eligibility and barriers to access

Conditions Evidence

The recognised centre is required to conduct an initial assessment of each learner’s eligibility to consider barriers to access in accordance with the Equality Act 20109 and its protected characteristics. The barriers to access to this qualification which preserve the integrity, the technical requirements and safety of learners and participants include:

age – individuals under the age of 18 are not

permitted to attend this qualification to prevent coaching autonomously in this area without appropriate experience. As a result no adjustments to this barrier can be applied. Only those who are over 16 years of age may be submitted for certification

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

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

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

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


learner application forms or web-based

application services reasonable adjustment requests and

clearly implemented arrangements.

9 There are no barriers to access on the ground of marriage, race, religion or belief, sex, sexual orientation or gender

transformation


QCON 2.5 Learner inductions

Conditions Evidence: inductions

The recognised centre is required to provide an effective qualification/course induction to all learners which introduces:

the individual members of the centre’s workforce

and what their role will be the centre’s policies and procedures which as a

minimum must cover:

health and safety

equality and diversity

data protection

malpractice/maladministration

appeals

complaints

child/vulnerable adult safeguarding.

information on their Unique Learner Number

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

the learning outcomes and the assessment criteria

the learning and assessment strategy and published programme

individual learning plans links to National Occupational Standards and

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

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

are scheduled.


induction attendance registers and

records policy booklets or signposts induction documentation.


Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: course length

The recognised centre is required to deliver the qualification in accordance with the recommended guided learning hours which are a range of 96 - 127 hours, depending upon learners’ needs and the structure of the UKCC endorsed programme of training and assessment.

In doing so the recognised centre must ensure that the eleven mandatory units are completed, giving learners 26 credits. Each credit is equivalent to 10 hours of learning time.


marketing tools (where these exist) a published learning and

assessment programme session plans web-based records from

online platforms.

QCON 3.2 Training and Assessment Programme

Conditions Evidence: course programme

The recognised centre is required to use the UKCC endorsed ECB training and assessment programme, adapting this only where necessary to meet the specific needs of individual learners.

In delivering the programme the following must be considered:

all learning outcomes all assessment opportunities and the

assessment criteria learner’s individual needs the learners’ registration period (36 months).

Must be evidenced through a:

a published learning and assessment

programme session plans course administration records web based records from online

platforms.


QCON 3.3 Assessment Specification10

Conditions Evidence: Assessment

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

an appropriate understanding of the Level 3

knowledge units and the specific technical knowledge underpinning the coaching of cricket, which will be assessed via performance, simulation and a portfolio of evidence

the production of a performance profile for a minimum of one player and a team in cricket. These should be matched against established performance factors for cricket and identify the current and potential level of player performance and/ or development. This should cover at least one of the following areas:

Skill levels

Technical ability

Tactical awareness

Physiological needs

Psychological needs.

design and plan a cricket Coaching Programme for a minimum of one player, which should be based upon the outcome of the performance profile

production of a detailed plan of a discrete cycle or phase (minimum of eight weeks) associated with

an aspect of the cricket coaching programme for one player production of a minimum of eight coaching session

plans within the discrete cycle or phase (minimum of eight weeks) associated with an aspect of the cricket coaching programme

production of a recorded plan for the ongoing evaluation of the cricket coaching programme.

production of a recorded plan for the ongoing performance and/or development review for the

player. The plan should identify the methodology and timings for the ongoing review

production of a detailed plan of a discrete cycle or phase (minimum of eight weeks) for a team

production of a minimum of two coaching session plans within the discrete cycle or phase (minimum of eight weeks) for a team

that they are competent in managing a safe coaching environment for players and others. This must be observed by an appropriately qualified assessor on a minimum of two occasions


a record of learners attendance

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

completed tasks contained on the USB

evidence from the completion of any tasks completed online or via the USB

observation checklists internal verification reports external verification reports and

action responses (Athena).

10 The detailed unit-by-unit assessment specification and assessment guidance can be found in the qualification-specific

1st4sport Tutor, Assessor Verifier Guidance


QCON 3.3 Assessment Specification (continued)

Conditions Evidence: Assessment

the production of a record of the management of a

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

the delivery of a minimum of ten coaching sessions, eight within the discrete cycle or phase (minimum of eight weeks) for a single player, associated with an aspect of the cricket coaching programme, and two for a team

the delivery of a minimum of two cricket coaching sessions, which must be observed by an appropriately qualified assessor on separate occasions

the production of recorded player and/ or development reviews and associated action plan(s) for a minimum of one player during the cricket coaching programme. In addition, learners will complete a further two performance and/ or development reviews for a team. This may include at least one or more of the following areas:

skill

technical ability

tactical awareness

physiological

psychological.

the production of a recorded review and evaluation for a detailed training cycle or phase (minimum of eight weeks) associated with an aspect of the cricket coaching programme for a single player and a team

the production of a recorded review and evaluation for a team, associated with the eight week training cycle or phase

the production of a personal action plan to develop own coaching practice based upon the

delivery of a minimum of ten coaching sessions, eight within the discrete cycle or phase (minimum

of eight weeks) for a single player, associated with an aspect of the cricket coaching

programme, and two for a team an action plan to develop coaching practice for others

involved in supporting the cricket coaching programme.

All sessions must be drawn from the Level 3 Cricket Technical Syllabus which is contained within the appendix of this specification.


QCON 3.4 Assessment tools

Conditions Evidence: assessment tools

The recognised centre is required to use valid and reliable assessment tools which have been designed by 1st4sport in consultation with the technical development partner, the ECB.

Where a recognised centre wishes to adapt these tools or use alternative arrangements to meet the needs of a particular group of learners, they should refer to the 1st4sport Position Statement: Alternative Assessment Arrangements.


a completed Record of Achievement (by

task and unit) completed tasks contained on the

learner’s USB (portfolios of evidence) printed evidence from the completion of

any tasks online observation checklists other assessment records which support

learners’ achievement internal verification reports external verification reports and action

responses (Athena).

Evidence: alternative assessment


an alternative assessment arrangements

request (only where alternative assessment arrangements are needed)

the completion of agreed alternative assessment tools (including online portfolio and USB tasks) where these are agreed.

QCON 3.5 Assessment eligibility

Conditions Evidence: assessment eligibility

The recognised centre is required to ensure all learners who have attended the full programme of learning are given opportunities to be assessed within their period of registration for the qualification.

Learners must not be assessed for the final practical assessment until they have successfully completed all other assessments associated with this qualification.


the full programme of learning must be

evidenced through registers and/or records of attendance

assessment records (including the online assessment activities and the tasks contained on the USB).


QCON 3.6 Assessment process

Conditions Evidence: assessment activities

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

assessment plans and schedules are

communicated to all affected assessment briefings are completed with

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

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

invigilation conditions assessment decisions are made in line with the

principles of assessment (Validity Authenticity, Reliability, Currency, Sufficiency of evidence)

assessment decisions are communicated via established channels

assessment decisions are recorded and shared with learners.


a published learning and assessment

programme and related learner communications

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

assessment plans completed tasks which include signatures

in all required places and annotations which clearly evidence assessment activities

assessor communications to administrators internal verification records, including:

sampling reports

tutor/assessor interviews

tutor/assessor observation of performance

learner interviews

desk based sampling

standardisation exercises.

external verification reports and action

responses (Athena).

QCON 3.7 Eligibility of learners for special consideration

Conditions Evidence: special consideration

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

Must be evidenced through

special consideration requests (Athena) implementation of the arrangements.


QCON 3.8 Eligibility of learners for Certification

Conditions Evidence for certification

The recognised centre is required to ensure that learners who have completed all pre- requisites and assessment requirements and who have been confirmed by the ECB Tutor/Assessor as eligible for certification are certificated.

Where a verification sampling plan requires an intervention to be conducted, outcomes must not be confirmed to learners until the sampling and any residual actions have been completed.


assessment tracking and records ECB tutor/assessor communications to the

centre administrator administrator communications to learners internal verification reports certification requests to 1st4sport.

QCON 3.9 Reassessments

Conditions Evidence of reassessment activities

The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of two opportunities to re-sit the appropriate assessment component within their period of registration (24 months).

Recognised centres may levy additional charges for conducting reassessments.

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


assessment plans, tracking and records completed/updated learner packs completed Record of Achievement, per

learner assessor communications with

administrators internal quality assurance records:

sampling reports

tutor/assessor interviews

tutor/assessor observation of performance

learner interviews

desk based sampling

standardisation exercises.

external verification reports and action responses (Athena).


Section Four: Internal Quality Assurance

QCON 4.1 Internal Verification Strategy

Conditions Evidence of IV strategy

The recognised centre is required to have in place an internal verification strategy which includes strategic objectives which include, but are not limited to:

a selected sample across 50% of learner

evidence and assessor feedback internally verified from 50% of the courses authorised

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

one ECB regional and two county standardisation activities conducted annually

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

Must be evidence through:

a current internal verification strategy

document uploaded into the Documents section of Athena

an internal verification sampling plan template

implementation through reports from internal verification interventions.

QCON 4.2 Internal Verification Sampling

Conditions Implementation of internal verification sampling evidence

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


sampling plans internal verification reports.

QCON 4.3 Internal Verification Interventions

Conditions Implementation of internal verification sampling evidence

The recognised centre is required to ensure internal verification interventions across all tutors/assessors at all sites and in line with the sampling plans include:

observation performance sampling of assessment evidence learner interviews (face to face or via

telephone).

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


internal verification reports.


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

Additional important contacts

ECB Contact Details

Website: www.ecb.co.uk Enquiries: [email protected] Telephone: 0121-440 1748/ 0121-446 6344 Address: ECB Coach Education Department, Warwickshire County Cricket Ground, Edgbaston, Birmingham B5 7QX

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

Website: www.skillsactive.com Enquiries e-mail: [email protected] Telephone: 0330 004 0005

The Register of Regulated Qualifications:

The full list of regulated qualifications available from 1st4sport Qualifications is available through accessing the following this link.11

The Office of the Qualifications and Examination regulator (Ofqual)

Website: Ofqual

Department for Education

Website: Department for Education (DfE)

Learning Records Service

Website: Learning Records Service

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

http://www.ecb.co.uk/


http://www.skillsactive.com/


https://register.ofqual.gov.uk/Search?category=Qualifications&query=1st4sport&status=Available%20to%20learners

https://www.gov.uk/government/organisations/ofqual

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

https://www.gov.uk/topic/further-education-skills/learning-records-service


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

Practical Topics Components of Practical Topics

Pace Bowling

Action types in more detail through video analysis Revision of ABCD principles Training methodology – simple drills package to use with

pace bowlers Expanded drills package for use with high performance /

development Detailed observation and analysis of technique using latest

research and performance analysis software Observation and lessons from best practice Variations – swing and seam in more detail bouncers, slower

balls and Yorkers / use of the crease / over vs. round. Discussion and use of reverse swing Bowling in one day cricket – game plans for different

phases / using slower balls/ types of slower ball Bowling in two-day cricket – game plans. Helping bowlers observe and analyse batters Influence of conditions / assessing pitches Pre-delivery routines / concentration work.

Spin Bowling

Revision of ABCD principles Training methodology – simple drills package to use with

spin bowlers Detailed observation and analysis of technique using latest

research and performance analysis software Observation and lessons from best practice Discussion on unorthodox technique Angles on crease/alignment:

What is spin? What is drift? What is curve? What is dip?

Variations – arm ball/ googly/ slider /flipper /doosra Expanded drills package for use with high performance /

development Bowling in one day cricket – game plans for different

phases/ setting fields Bowling in two-day cricket – game plans. Role of the captain for spin bowlers Helping bowlers observe and analyse batters Influence of conditions / assessing pitches.



Fielding

Close catching – specialist roles:

Slip

Gully

Bat pad.

Retrieving – introduction to the slide Crow hop and throw – discussion on variations Training methodology – team and individual drills Roles in the field / basic game plans for a fielding team Detailed observation and analysis of technique using latest

research and performance analysis software Observation and lessons from best practice Throwing variations:

Crossover

Spin

Hip

From dive

Underarm dive

Reverse underarm throw.

Diving technique – ground fielding and catching Relay throw options Expanded drills package for use with high performance /

development Pre-delivery routines / concentration work.



Batting

Length judgement Line judgement Observation and analysis in more detail using video Straight bat variations:

Cover

On

Moving out to drive

Hitting over the top

Leg glance.

Cross bat variations:

Pivot pull

Cut

Late cut

Sweep

Slog sweep.

Establishing game plans with individuals and with teams Detailed observation and analysis of technique using latest

research and performance analysis software Observation and lessons from best practice Playing against pace:

- Common themes - Specific drills - Evasion - Hooking.

Playing against spin:

Common themes

Specific drills

All sweep options

How to defend.

Pre-delivery movements and practical solutions to common problems

Expanded drills package for use with high performance / development

Tactical issues – team game plans / saving games / chasing scores / one day cricket / building an innings

Running between the wickets – turning techniques Pre-delivery routines / concentration work.



Wicketkeeping

Revision of stance “Set” positions standing up and standing back Footwork standing back Drills package for standing up and standing back Common principles Glovework Detailed observation and analysis of technique using latest

research and performance analysis software Observation and lessons from best practice Inside hip technique Diving Training methods for taking the spinning ball Training methods for taking the swinging ball Expanded drills package for use with high performance

players Role of the modern day keeper Pre-delivery routines / concentration work Fielding and the keeper.


Appendix 2: Unit Specifications for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF)

Unit Title: Understanding the principles of safe and equitable coaching practice

About this unit This unit assesses learners’ understanding of how to ensure that their coaching is safe and equitable

Learning outcomes The learner will:

Assessment criteria The learner can:

1 understand how to

ensure participants’ safety during sport-specific coaching sessions

1.1 describe the health and safety requirements that are relevant

to planned sport-specific activities and competition

1.2 describe how to structure coaching sessions to minimise the

risk of injury to participants

1.3 explain how to plan for contingencies to coaching sessions

as a result of external influences

1.4 explain how to implement contingencies to coaching

sessions as a result of external influences

1.5 describe the principles for checking the safe functionality of

equipment used during sport-specific activities and competition

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

appropriate to the level of the participants

1.7 explain how to interpret and communicate the

rules/regulations of the sport/activity to participants

1.8 describe the coach’s duty of care responsibilities for

participants, including children

1.9 outline the coach’s responsibilities for ensuring that the

coaching environment is maintained appropriately

1.10 describe the following requirements for ensuring the

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

1.11 describe the insurance requirements on a coach operating in

a coaching environment




2 understand how to

ensure equitable coaching of sport-specific activities.

2.1 describe the following requirements impacting on equitable

coaching: legal requirements sport-specific requirements

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

coaching

2.3 explain how sport-specific codes of practice for coaching

impact on coaching behaviour

2.4 describe methods to minimise barriers to participant

development

2.5 explain what information is required in order to provide

appropriate and safe opportunities for disabled participants and specific populations

2.6 describe the nature of impairments and how their implications

may affect aspects of the coaching process

2.7 describe how to identify coaching styles/delivery methods

appropriate to variations in participant, task and environment

2.8 describe how and when to involve support staff to ensure

participants’ needs are provided for within the coaching activity

2.9 describe how to adapt and progress activities and sessions

2.10 describe how to prepare participants for competition

2.11 identify types of performance-enhancing drugs and illegal

substances

2.12 explain how a coach can discourage the use of performance-

enhancing drugs and any illegal substances

Assessment guidance This unit will be assessed through a portfolio of evidence and observation of coaching practice


Unit Title: Understanding the fundamentals of coaching programmes

About this unit

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



1 understand the role of the

coach when planning, implementing, analysing and revising sport-specific annual coaching programmes

1.1 explain the role of the coach in ensuring that the participant

is at the centre of the coaching process

1.2 describe equitable coaching and what are considered to be

appropriate relationships with participants

1.3 describe how the coach should support, coordinate and

manage the coaching process

1.4 explain the principles of empowering participants through

coaching

1.5 explain the means by which coaching can provide

opportunities and an environment that motivates, recognises and values diversity, controls risk, and engenders challenge, enjoyment and achievement

1.6 describe methods of developing participants’ confidence

and self-esteem through coaching

1.7 analyse the contribution made through the integration of

supporting personnel (eg nutritionist, psychologist, physician, physiotherapist, physiologist) and sport-specific specialists

1.8 explain the impact of officials on coaching that ensures fair

competition/performance

1.9 explain the role of the coach in actively discouraging the

use of performance-enhancing drugs and other illegal substances

1.10 describe how the coach can be a role model and project a

favourable image of sport




2 understand the coaching

process.

2.1 describe the process of identifying a range of participants’

needs

2.2 explain the process of setting and monitoring the

achievement of goals

2.3 describe the components of the coaching process as they apply to the development of coaching programmes

2.4 analyse the purpose of using different methods of demonstration, which encourage learning

2.5 describe a range of instruction methods

2.6 explain how to structure language during instruction that is appropriate to participants

2.7 analyse the impact of effective questioning and listening skills on communication with participants

2.8 evaluate techniques for coaching groups, including meeting individuals’ needs in group coaching scenarios

2.9 describe how participants can be empowered to make

decisions about their performance.

3 understand how to utilise

a range of learning and behaviour-management techniques

3.1 analyse the differences in the way that individuals learn

3.2 explain the differences between the learning styles of adults and children

3.3 explain how to identify participants’ different learning styles

3.4 describe how to plan to coach participants with different learning styles

3.5 describe how different coaching methods can support participants’ development

3.6 describe how to develop behaviour-management strategies and skills

3.7 explain how to develop, communicate and maintain ground rules for behaviour during the coaching programme

3.8 explain how to respond to discriminatory behaviour in the

programme and the procedures to follow if a participant wants to complain about discrimination




4 understand the principles

and application of self-reflection and reflecting on feedback.

4.1 summarise the advantages of self-reflection on their own

coaching practice and its potential to improve their own coaching ability.

4.2 explain the principles and practice of giving feedback

4.3 explain when and how to seek feedback from participants

and support staff

4.4 describe the factors that impact on how to identify their own

development needs

4.5 describe methods and the process of personal action

planning

4.6 describe how to use information from evaluations to improve

the programme/session



Unit Title: Understanding the principles of planning coaching programmes

About this unit

This unit assesses learners’ understanding of how to plan a sport-specific annual coaching programme and the principles that impact on the development of skill through the implementation of the programme.



1 understand the principles

and processes involved in planning and periodisation within annual coaching programmes

1.1 explain the terms planning and periodisation

1.2 explain how planning and periodisation are used in relation

to participants’ stage of development

1.3 analyse the different types of periodisation and situations

when these are best used

1.4 explain the use of modelling of training and competition

activities

1.5 describe the principles of planning an annual coaching

programme

1.6 evaluate the impact of optimal fitness and mental

development

2 understand the stages of

participant development

2.1 describe the stages of participant development and the

application of developmental stages to the coaching environment

2.2 analyse how the stages of participant development affect the

programme

2.3 analyse the differences between child and adult

development and the effects on a coaching programme




3 understand the

development of skill through sport-specific annual coaching programmes.

3.1 provide definitions of:

skill coordination motor skill learning skill acquisition skill retention skill transfer

3.2 describe the factors affecting skill development

3.3 evaluate the role, purpose and benefits of performance

analysis to inform coaching practice

3.4 describe methods of identifying body movement patterns

3.5 describe a range of skill-development techniques

3.6 explain the principles of giving feedback to participants

during coaching programmes

3.7 explain how to develop participants’ skills in assessing and

responding to situations

3.8 analyse how participants’ information processing and

execution combined with control of movement impact on skill development.

4 understand how to

conduct performance evaluation.

4.1 evaluate objective performance evaluation methods

available in sport

4.2 describe how and when to evaluate performance within a

sport-specific coaching programme

4.3 explain methods of recording the evaluation of performance

and the creation of a resultant action plan

4.4 explain how participants can use self-evaluation to improve

performance



Unit Title: Understanding how to support participants’ lifestyle through coaching programmes

About this unit

This unit assesses learners’ understanding of how to support participants’ lifestyle and physical and mental well-being during participation in sport-specific annual coaching programmes



1 understand how to

support participants’ physical conditioning within sport-specific annual coaching programmes

1.1 describe the components of fitness and physical capabilities

required for specific sports

1.2 describe the principles of participant development

1.3 explain the principles of training and injury prevention

1.4 evaluate the methods of training participants’ different

physical components

1.5 describe basic anatomy, biomechanical principles and

physiology relevant to specific sports

1.6 analyse a range of basic sport-specific physical testing

protocols

1.7 analyse the principles and different methods of enhancing

recovery between sessions

2 understand how to

provide participants with nutritional advice within sport-specific annual coaching programmes

2.1 describe the different food groups

2.2 explain the principles of sports nutrition

2.3 explain how energy intake and expenditure affect sports

performance

2.4 describe the principles of hydration and its effects on sports

performance

2.5 explain the impacts of participants’ weight management and

how sharing of responsibilities can be facilitated

2.6 describe nutrition and hydration strategies for before, during

and after training and competition




3 understand how to

develop participants’ mental skills within sport-specific annual coaching programmes

3.1 describe the key mental skills that impact on participant

performance and skill development

3.2 identify sport-specific mental capabilities and how to profile

participants’ mental skills

3.3 explain the principles of developing participants’ mental skills

3.4 describe how to plan interventions to develop participants’

mental skills in relation to both training and competition

4 understand how to

provide participants with lifestyle support within sport-specific annual coaching programmes.

4.1 describe sport-specific procedures for drug testing and how

participants comply with such procedures.

4.2 explain the coach and participants’ responsibilities in making

checks when taking supplementation or medicines

4.3 explain the impacts of participants’ injury management on

training and competition



Unit Title: Analyse players’ performance and set programme goals in cricket

About this unit

This unit assesses learners’ ability to gather cricket -specific information on players’ past and current performance and lifestyle factors that may affect their aspirations. They are expected to analyse this information, share it with the players and set shared goals based on the gathered information



1 establish the key

sport-specific performance factors and players’ needs

1.1 identify methods to collect information relevant to players

1.2 use identified methods to collect relevant sport-specific and

lifestyle information on players

1.3 record collected information in ways that support its analysis

1.4 analyse the collected information, identifying the key sport-

specific performance factors and players’ needs

1.5 refer players whose needs and potential cannot be met to a

competent person or agency

2 involve players in the

analysis of the collected information

2.1 share the analysis of the information with players in a

manner that supports their understanding

2.2 take account of players’ feedback on the analysis of

information

2.3 identify from feedback any barriers to players achieving their

potential




3 plan programme goals for

players based on collected information

3.1 prioritise players’ performance factors in a way that will

enable them to achieve their potential.

3.2 establish performance goals in line with collected

information, which reflect the analysis of players’: level of development actual performance potential performance

3.3 ensure that performance goals are consistent with

recognised good practice in cricket

3.4 ensure that the planned programme goals are consistent

with the coach’s level of competence and responsibility

3.5 record the goals in a format that is clear and accessible to

those involved

3.6 share, negotiate and agree performance goals with players

3.7 communicate implications of goals to others who may be

affected in delivering the programme

Assessment Guidance

The learner is required to provide evidence of:

The production of a performance profile for a minimum of two players or a team in cricket. These should be matched against established performance factors for cricket and identify the current and potential level of player performance and/ or development. This should cover at least one of the following areas:

skill level technical ability tactical awareness physiological needs psychological needs.

All performance factors must be drawn from the Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF).


Unit Title: Plan Cricket Coaching Programmes

About this unit

This unit assesses learners’ ability to use information gathered about players’ performance and goals to design a programme of activities and coaching sessions in cricket. A plan for the evaluation of the aspirations of the programme is also required



1 design and plan etball

coaching programmes to achieve players’ goals

1.1 identify sources of information and materials to support the

planning process

1.2 research and identify activities for the programme,

consistent with the evaluation of the: performance factors players’ level(s) of development agreed goals

1.3 plan for a mix of delivery and coaching styles to suit:

players’ needs activities environment

1.4 identify the focus and priority of each activity within the

programme based on players’ needs

1.5 ensure that planned activities are consistent with agreed

good practice in cricket

1.6 plan a variety of sessions for delivery within the programme

that are progressively linked and help players achieve the agreed goals

1.7 for each session, plan realistic:

timings sequences intensity duration

1.8 develop contingencies to address a variety of scenarios

1.9 record the programme, and sessions within it, in a format

that will help implement the programme

1.10 share planned activities with players and others

1.11 respond to feedback on planned activities from players and

others




2 identify and access

resources to support the delivery of programmes

2.1 identify the resources necessary to deliver the planned

programme

2.2 negotiate and agree access to sufficient resources

2.3 ensure the resources are in line with accepted good practice

in cricket

2.4 document the resources needed for the coaching programme

and individual planned session

3 plan for the evaluation of

programmes.

3.1 establish and agree viable methods of evaluating the

programme that are safe, valid and reliable.

3.2 plan an evaluation schedule for the programme

3.3 identify who will support the planned evaluation

3.4 identify information from the evaluation that should be treated

confidentially

3.5 communicate the evaluation plans to players and others

3.6 respond to feedback on evaluation plans from players and

others

Assessment guidance

The learner is required to provide evidence of: Design and plan a cricket Coaching Programme for a

minimum of two players or a team, which should be based upon the outcome of the performance profile(s) developed for Analyse players’ performance and set programme goals in cricket.

Production of a detailed plan of a discrete cycle or phase (minimum of eight weeks) associated with an aspect of the cricket Coaching Programme.

Production of a minimum of 8 coaching session plans within the discrete cycle or phase (minimum of eight weeks) associated with an aspect of the cricket Coaching Programme.

Production of a recorded plan for the ongoing evaluation of the cricket Coaching Programme.

Production of a recorded plan for the ongoing performance and/or development review for either two players or a team. The plan should identify the methodology and timings for the ongoing review


Unit Title: Manage Safe and Effective Cricket Coaching Programmes

About this unit

This unit assesses learners’ ability to manage the safety of all those engaged in the coaching programme, including the management of effective relationships and behaviour.



1 establish and maintain

the safety of the coaching environment during the delivery of coaching programmes

1.1 ensure that players and others have the necessary

information about the health and safety requirements of the programme and relevant venue-specific emergency procedures

1.2 ensure all equipment and facilities meet health and

safety requirements

1.3 identify and take account of existing venue-specific risk

assessments

1.4 implement procedures for managing risk during the

programme

1.5 identify and assess the impact of new risks during the

delivery of the programme, taking action to manage these in line with guidelines

1.6 monitor the work of others (eg other coaches, sport

science support or facility management), identifying and dealing correctly with any breaches of health and safety requirements

1.7 communicate suggestions for improving health and

safety to the relevant authority

1.8 maintain required health and safety records

1.9 follow emergency procedures correctly




2 establish and maintain

relationships with players and others involved in the delivery of programmes.

2.1 establish positive and goal-oriented relationships with players

and others (eg other coaches, sport science support or facility management)

2.2 promote an enthusiasm for cricket and for players’ continuous

improvement

2.3 use communication methods that are appropriate to players’

and others’ needs

2.4 listen to, and negotiate successfully with, players and others in

the delivery of the programme.

2.5 adapt coaching, motivational and leadership styles to reflect

the needs of the programme, players and others

2.6 provide opportunities for players to enjoy the coaching

experience

2.7 ensure that players’ and others’ equality and diversity are

recognised

3 manage player behaviour

and interactions.

3.1 provide players and others involved in the programme (eg

other coaches, sport science support or facility management) with clear information on the ground rules for behaviour and the reasons for these rules

3.2 encourage and reward behaviour that helps players work well

together and achieve the goals of the programme

3.3 identify and respond, in line with accepted good practice, to

any behaviour likely to cause distress or disruption to the programme

3.4 apply sanctions in response to unacceptable behaviour, using

the procedures of the appropriate cricket organisation

3.5 manage players’ engagement with each other effectively and

fairly, in a way appropriate to their needs.

Assessment guidance

The learner is required to provide evidence of: That they are competent in managing a safe coaching

environment for players and others. This must be observed by an appropriately qualified assessor on a minimum of two occasions.

The production of a record of the management of a safe coaching environment over a minimum period of eight weeks. This should be within the planned discrete cycle or phase associated with an aspect of their cricket coaching programme.


Unit Title: Deliver Cricket Coaching Programmes

About this unit

This unit assesses learners’ ability to begin the implementation of a coaching programme, review its progress at identified times, and respond to players’ progress and the effectiveness of the programme, through the implementation of contingencies and change management.



1 initiate coaching

programmes

1.1 provide players and others (eg other coaches, sport science

support or facility management) with information about the programme in a timely and effective manner

1.2 support players in accessing the resources they need to

participate in the programme

1.3 coordinate the allocation of resources

1.4 brief others on their responsibilities and contributions to the

programme

1.5 ensure others understand and apply the appropriate cricket-

specific codes of practice when working with players

1.6 select and apply a style of leadership appropriate to:

players others the programme

1.7 ensure that the programme can be modified to suit the

changing environment and players’ needs

2 review players’ progress

during the implementation of the programme

2.1 brief players on the evaluation plans for the coaching

programme

2.2 evaluate players’ performance using methods identified in the

evaluation plan

2.3 compile information on the evaluation of players’ progress

2.4 encourage players to give feedback on their perceptions of

their progress

2.5 give positive and timely feedback during the review

2.6 evaluate players’ progress in a fair and equitable manner

2.7 identify and agree any changes to the programme as a result

of the review

2.8 record evaluations in a format that will allow them to be

shared with others




3 modify coaching

programmes in response to feedback and changes in needs.

3.1 identify goals and components of the coaching programme

that may need to be adapted

3.2 identify where existing contingency plans may be applicable

3.3 identify and agree modifications to goals and programmes

with players and relevant others

3.4 identify resource implications of modifications

3.5 introduce the modifications to players and relevant others,

appropriate to their needs

3.6 monitor the effectiveness of changes and amend these as

necessary

Assessment guidance


the delivery of a minimum of 8 coaching sessions within the discrete cycle or phase (minimum of eight weeks) associated with an aspect of the cricket coaching programme


the production of recorded player performance and/ or development reviews and associated action plan(s) for a minimum of two players or a team during the cricket coaching programme. This may include at least one or more of the following areas:

skill

technical ability

tactical awareness

physiological

psychological All sessions must be drawn from the Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF)


Unit Title: Develop Players’ Performance in Cricket

About this unit

This unit assesses learners’ ability to deliver cricket coaching activities within a coaching programme. They will show that they can monitor and develop players’ performance in cricket and effectively conclude the activities in a safe manner.



1 make preparations for

coaching

1.1 meet players punctually and help them feel welcome and at

ease

1.2 record attendance at the session

1.3 explain and agree session goals and how these contribute to the overall programme

1.4 check players’ physical and mental readiness to participate

1.5 ensure players have the correct equipment and clothing

1.6 deliver warm-up activities appropriate to players and the

session

1.7 ensure players understand the value and purpose of the

warm-up

1.8 review session plans in light of players’ readiness to

participate and environmental factors

1.9 adapt session plans if players’ readiness and environmental

factors dictate

2 implement coaching

activities

2.1 provide players with information about the planned activities

2.2 allocate activities to players in a way that is appropriate to

them and is likely to maximise learning

2.3 ensure that explanations and demonstrations are technically

correct and appropriate to the players’ level of understanding

2.4 select and use methods of motivating the players that are

appropriate to them and in line with accepted good practice in cricket

2.5 check players’ understanding of instructions

2.6 give players the opportunity to ask questions

2.7 ensure players have the opportunity to take part in the

planned activities




3 support players in

improving performance.

3.1 observe and analyse players’ performance throughout

activities

3.2 identify, prioritise and agree specific areas for improvement

with players

3.3 intervene at appropriate points with coaching techniques that

encourage players to improve

3.4 use a mix of delivery styles appropriate to players and the

programme/session goals

3.5 identify players in need of specialist support and signpost

them to likely sources

3.6 provide feedback that is timely, clear and helps players

achieve their goals

3.7 adapt plans to respond to changing needs of the session

3.8 encourage and enable players to reflect on what they have

learned and apply this to their performance

3.9 encourage and support players to take responsibility for their

own development

4 conclude coaching

activities.

4.1 allow time to end the session according to players’ needs

4.2 deliver cool-down activities appropriate to the session and

players

4.3 encourage players to give feedback and identify further goals

4.4 give players summary feedback on the session

4.5 ensure players have the information they need about future

opportunities to take part in cricket

4.6 supervise players’ departure in a manner appropriate to the

situation and with due regard to their safety and own duty of care

4.7 follow the correct procedures for checking and dealing with

any equipment used

4.8 leave the environment in a condition acceptable for future

use.


Assessment guidance


discrete cycle or phase (minimum of eight weeks) associated with an aspect of the cricket Coaching Programme


the production of recorded player performance and/ or development reviews and associated action plan(s) for a minimum of two players or a team during the cricket coaching programme. This may include at least one or more of the following areas:

skill

technical ability

tactical awareness

physiological

psychological All sessions must be drawn from the Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF).


Unit Title: Monitor and Evaluate Cricket Coaching Programmes

About this unit

This unit assesses learners’ ability to review the implementation of coaching programmes against an evaluation plan and take opportunities to improve programmes and personal contributions to them.



1 monitor the

implementation of coaching programmes

1.1 demonstrate the most appropriate way of evaluating the

programme based on the evaluation plan

1.2 inform players and others (eg other coaches, sport science

support or facility management) of the evaluation and encourage them to give their views

1.3 collect and record monitoring information at planned points

throughout the programme

1.4 check that information collected is valid and reliable

1.5 collate the information in a way that will help it be analysed

1.6 analyse the information and feedback, evaluating:

whether the programme met its goals the content, structure, balance and processes of the

programme the availability and content of resources their own performance and behaviour the performance and behaviour of players and others

1.7 treat confidential information appropriately

1.8 make a record of recommendations for improvement to

future programmes

2 monitor their own

contributions to the coaching programme.

2.1 monitor their own contributions to the programme with the

aim of developing their own coaching practice

2.2 interpret feedback as an opportunity to improve their

personal coaching performance

Assessment guidance


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

All sessions must be drawn from the Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF)


Unit Title: Develop Cricket Coaching Practice

About this unit

This unit assesses learners’ ability to review their own contributions to coaching programmes, their personal development needs, and how they can support others in developing their coaching skills and knowledge.



1 be able to review their

own coaching practice

1.1 summarise the most important outcomes of evaluations of

previous coaching programmes and feedback from players and others (eg other coaches, sport science support or facility management)

1.2 demonstrate their own knowledge is up to date with

developments in cricket and current coaching practice

1.3 reflect on all aspects of their own current coaching practice

and identify areas to develop further

1.4 develop and record a personal action plan that will help

develop coaching practice for identified areas

1.5 identify development activities that can contribute to a

personal action plan

2 provide assistance in the

development of other coaches.

2.1 describe the typical skills and knowledge that other coaches

need to be able to contribute to coaching programmes

2.2 evaluate learning resources that could support the

development of other coaches

2.3 demonstrate the provision of development guidance and

support to other coaches within their own level of expertise

2.4 provide development and support in a manner, level and

pace appropriate to other coaches’ needs

2.5 evaluate the outcomes of the development and support

provided

2.6 provide feedback to other coaches on their performance

2.7 promote the values, ethics and codes of practice of the

appropriate cricket organisation to other coaches

2.8 identify relevant people who may be able to provide advice

on coaching issues outside their own area of competence or authority.


Assessment guidance


the production of a personal action plan to develop own coaching practice based upon the delivery of a detailed training cycle or phase (minimum of eight weeks) associated with an aspect of the cricket coaching programme

an action plan to develop coaching practice for others involved in supporting the cricket coaching programme

All sessions must be drawn from the Technical Syllabus for the 1st4sport Level 3 Certificate in Coaching Cricket (QCF)


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