1st4sport level 3 certificate for head coaches in badminton€¦ · page 1 of 53 qualification...

Developed in Partnership with the National Source Group for Badminton

1st4sport Level 3 Certificate for Head Coaches in Badminton

Qualification Specification Version 1: June 2016

This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. 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 be made aware that they must comply with the following addendums to ensure full deployment of the standards:

The Learner Portfolio The Delivery, Assessment and Quality Assurance Approach document

Product ref: QS L3CFHCB V1

© Coachwise Ltd, 2016

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.

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LS12 4HP Fax: 0113-231 9606

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

1st4sport Qualifications is recognised by Ofqual, Qualifications Wales and SQA Accreditation as a regulated awarding organisation. 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: 601/8903/4

Qualification regulation date: 23 May 2016

Specification publication date: V1 01 June 2016:


Contents

List of contents Page

Qualification Purpose Statement: Level 3 Certificate for Head Coaches in Badminton

Regulation Overview Progression Market and support

1

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 quality assurers 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

5

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

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

12


List of contents Page

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

17

Qualification Approval Conditions: Section Four - Internal Quality Assurance

QCON 4.1 Internal quality assurance strategy QCON 4.2 Internal quality assurance sampling QCON 4.3 Internal quality assurance interventions

22

Communications and Contacts

23

Appendix A: Component Specifications

25


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Qualification Purpose Statement: 1st4sport Level 3 Certificate for Head Coaches in Badminton

Regulation

Qualification details

Qualification title Qualification No. Level GLHs1 TQT2

1st4sport Level 3 Certificate for Head Coaches in Badminton 601/8903/4 3 56 126

Operational start date 01 June 2016

Review date 31 May 2019

Registration Period 3 Years

Overview

Introduction

This qualification is solely awarded by 1st4sport Qualifications as the recognised awarding organisation regulated by Ofqual in England. The coaching content for this qualification has been developed in partnership with sports coach UK (scUK), as the UK’s agency for sports coaching. The technical content has been developed by the National Source Group for Badminton, composed of Badminton England, BADMINTONScotland and Badminton Wales. These organisations have collaborated on the design of this qualification and are committed to utilising this as a major stepping stone to developing the quality of coaching in their respective home countries. The qualification content is derived from the National Occupational Standards for Sports Coaching (2014) and the industry’s agreed common content.3 The qualification and its components are listed on the Register of Regulated Qualifications; component details are contained in the appendix to this specification. This qualification is equivalent to Level 4 on the European Qualifications Framework (EQF). Further information about the EQF can be found at: http://ec.europa.eu/eqf/home_en.htm

1 Guided Learning Hours. GLHs for a specific qualification are defined as the number of hours of largely face-to-face tuition and assessment on-course; this includes all time spent

on course-based learning and assessment activities.

2 Total Qualification Time. TQT for a specific qualification is defined as the total number of notional hours required to achieve the qualification; this includes the GLHs, plus all off-course directed study time, including any time taken to complete any remote working/research/evidence generating activities. 3 Learners across the home countires and internationally are eligible to register for this qualification though Badminton England.

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


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Objective

The objective of this qualification is to support a role in the workplace, namely the Head Coach role at a variety of Badminton locations. The wider purpose is to support the development of the game of badminton, and the individuals who play it, allowing for the development of talent on local, national and global stages. The purpose is to provide more specific knowledge skills and experiences that will enable the coaches to support badminton players in the development of their potential. This programme will aim to focus more on the specific disciplines within badminton and to train coaches to be more capable of working across all singles and doubles events and incorporate elements of sports science that will further develop the a player’s performance and general wellbeing.

Structure

This qualification consists of six mandatory components. Learners must successfully complete all six mandatory components.

Component title Component aim Accreditation

no. Level GLHs

The Head Coach Role in Badminton

This component assesses a head coach’s understanding of their role and responsibilities and the roles of others, ensuring that their coaching is safe and inclusive.

L/508/5153 3 TBC

Developing skills though Badminton coaching programmes

This component assesses a head coach’s understanding of the impact of skill development on programme design for an annual, or periodised, coaching programme.

R/508/5134 3 TBC

Plan a Badminton coaching programme

This component assesses a head coach’s ability to plan an annual, or periodised, coaching programme to meet the needs of participants. The coaching programme will cover a prolonged period of time and will develop participants’ performance within badminton

Y/508/5157 3 TBC


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Structure (continued)

Deliver a badminton coaching programme

This component assesses the coach’s ability to implement and deliver a sport-specific coaching programme, overseeing other coaching staff, where appropriate. The coaching programme must be progressive in nature and meet the needs of the participants.

D/508/5156 3 TBC

Review a badminton coaching programme

This component assesses the coach’s ability to monitor, review and modify the coaching sessions, phases and overall coaching programme. Learners will also reflect on their own and others’ coaching practice, identifying areas or development.

H/508/5157 3 TBC

Technical requirements for Head Coaches in Badminton

The component assesses the knowledge and skills to add significant value to a range of performance players in both training and competitive environments.

M/508/5157 3 TBC

Training and assessment

Achievement of the qualification is normally through attendance on a course of training and assessment. The assessment specification requires learners to:

Complete an online learning programme that covers the underpinning knowledge relevant to the Level 3 programme, including the completion of an online non-invigilated multiple-choice assessment.

Complete an extended player study that evaluates a performance player (who is within a competition programme) Complete a match analysis task Demonstrate their ability to observe, plan in live situations and coach sessions within group, individual and doubles-pair

contexts within the practical coaching assessment (in a simulated environment). Successful completion of all of the above will result in the achievement of qualification.


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Progression

Entry routes for learners

Prior to registration for the qualification learners are required to:

be appropriately identified be at least 18 years of age hold the 1st4sport Level 2 Certificate for Coaches in Badminton or equivalent 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.

Exit routes for learners: education

The skills and knowledge developed may be used to enable learners to progress to other industry-relevant qualifications in coaching sport, activity leadership, supporting PE in school sport and sports development.

Exit routes for learners: employment

This qualification may lead to paid employment or unpaid voluntary roles in coaching Badminton, either working independently or as part of a coaching team. Other roles that the learner may consider exploring include Activity Leader, Official and Sports Volunteer.


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Market and Support

Target Audience: Learners

The qualification is designed for those who wish to further develop as an independent coach in Badminton, and wish to take responsibility for the ongoing development of participants through the position of Head Coach. This qualification is not currently part of a wider apprenticeship.

Target audience: centres

The qualification is designed to be delivered through a range of centres which include (but is not limited to) colleges, training providers and schools.

Target Audience: employers

The qualification is designed to support employers in the sport, active leisure and physical activity sector; supporting development pathways of employees and volunteers. Qualified and competent employees and volunteers in this sector supports the professionalisation of the industry, providing quality assured services and duty of care to stakeholders.

Alternatives:

There are no alternative qualifications for a learner wishing to deliver linked and progressive Badminton coaching sessions at the level of Head Coach. 1st4sport Qualifications also award a number of sport-specific qualifications in Coaching at Level 3. A list of our coaching qualifications can be found at www.1st4sportqualifications.com/our_qualifications

Support

The qualification is recognised as the industry standard level 3 badminton qualification for coaches by sports coach UK and the National Source Group for Badminton. The support is focused on the benefits of the qualification for learners, the objective of the qualification and the predicted learner demand. This information was gathered through valid research and consultation with the Badminton source group.

http://www.1st4sportqualifications.com/our_qualifications


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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 minimum4:

a qualification administrator a qualification coordinator a NSG5 accredited tutor a NSG accredited assessor a NSG accredited internal verifier (IQA)6 In deploying the workforce, the recognised centre must ensure that each course operates with a maximum of eight learners to one NSG accredited tutor (1:8). The maximum number for a cohort is 16. The observed assessments must be conducted on a 1:1 basis.

Must be evidenced in the Staff section of Athena. Each member of staff must be named and linked to the qualification and role. The information must be current at all times.

Evidence: ratios

Must be evidenced through:

course/programme attendance registers for staff and learners course/programme authorisation requests to 1st4sport internal quality assurance sampling plans and reports.

4 One person may fulfil a number of the required roles. 5 NSG is the National Source Group for Badminton 6 Internal verifiers must not tutor or assess on a course where they are completing the internal verification.


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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. The Qualification Coordinator must have: an understanding of badminton and related quality

systems and procedures a comprehensive understanding of the 1st4sport

Recognition Conditions and the Qualification Approval Conditions.


qualification resource records (staff, sites, learning and assessment materials)

qualification administration, initial assessment and induction records training, assessment and internal quality assurance records.


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QCON 1.4 Tutors

Conditions Evidence: initial capability and competence

The recognised centre is required to recruit and deploy NSG accredited tutors. The tutors are responsible for the delivery of the qualification via a learning programme which is agreed with the allocated external quality assurer (EQA) prior to commencing delivery of the qualification. Tutors involved in the delivery of the qualification must: hold a minimum of a Level 3 qualification in coaching

badminton or equivalent be an accredited tutor through the National Source Group

for Badminton complete a qualification-specific induction with the

National Source Group for Badminton hold or be working towards a regulated Level 3 tutoring

qualification Provided the individual meets the requirements of both the Tutor and the Assessor, the individual can assume both positions.

Must be evidenced through the following information being uploaded into each member of staff’s personal profile within Athena:

CVs which contain information to support occupational competence Copies of valid certificates

Evidence: ongoing capability and competence


standardisation activities internal quality assurance reports and action responses external quality assurance reports and action responses (Athena) audited communications with EQA demonstrating sharing of learning

programme inclusive of defined timings and content structure


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QCON 1.5 Assessors


The recognised centre is required to recruit and deploy NSG accredited assessors who are responsible for the management of the assessment process. Assessors responsible for the assessment of the qualification must: hold a minimum of a Level 3 qualification in coaching

badminton or equivalent. be an accredited assessor through the National Source

Group for Badminton complete a qualification-specific induction with the

National Source Group for Badminton hold or be working towards a regulated Level 3 assessing

qualification Provided the individual meets the requirements of both the Tutor and the Assessor, the individual can assume both positions.


CVs which contain information to support occupational competence Copies of valid certificates. If working towards, learners must be able to

demonstrate evidence of registration through an email or letter from the institution/centre



standardisation activities internal quality assurance reports and action responses external quality assurance reports and action responses (Athena) audited communications with EQA demonstrating sharing of learning

programme inclusive of defined timings and content structure


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QCON 1.6 Internal Quality Assurers


The recognised centre is required to recruit and deploy approved internal quality assurers who are responsible for the internal quality assurance activities. Internal quality assurers are required to:

hold a minimum of a Level 3 qualification in coaching badminton or equivalent

be an accredited internal verifier through the National Source Group for Badminton

complete a qualification-specific induction with the National Source Group for Badminton

hold or be working towards the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) or higher or hold a recognised equivalent.


CVs which contain information to support occupational competence Copies of valid certificates. If working towards, learners must be able to

demonstrate evidence of registration through an email or letter from the institution/centre



recorded standardisation activities internal quality assurance records (implementation of sampling and reports) external quality assurance reports and action responses (Athena).


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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: Two badminton courts (6 learners per court) A theory space which includes a classroom containing

adequate number of seats (not benches) for all learners Catering facilities and means of refreshments Toilets and changing facilities for both male and female

learners and participants (players required to demonstrate coaching skills)

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


inventories and dynamic risk assessments internal quality assurance reports external quality assurance reports (Athena).


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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 include:

Safe and well maintained posts and nets for each court

being utilised (1 court per maximum of 6 learners) An appropriate number of badminton rackets and

shuttlecocks Enough tables and chairs for each participant Clear wall or screen for projection Ideally, multimedia facilities such as data projector and

laptop Flip chart.


inventories internal quality assurance reports external quality assurance reports (Athena).

QCON 1.9 Qualification materials

Conditions Evidence: materials

The recognised centre is required to use the materials provided by 1st4sport which include the:

Learner Portfolio Delivery, Assessment and Quality Assurance Approach


the published programme of learning and assessment per course completion of 1st4sport Learner Portfolios assessed in accordance with the

1st4sport Assessor Guidance internal quality assurance reports external quality assurance reports and action responses (Athena).


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QCON 1.10 Qualification fees7

Conditions Evidence: fees

The recognised centre is required to pay a £153 (+VAT) learner registration and certification fee per registered learner when the course is authorised with 1st4sport within the appropriate timescales. 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 training, 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 to learners course authorisation requests to 1st4sport and related payment logs.

7 Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack

service for additional £5 fee per learner (plus VAT where this is applicable).


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Section Two: Administration, initial assessment and inductions

QCON 2.1 Course/programme administration

Conditions Evidence: administration records

All recognised centres should utilise the 1st4sport centre portal to authorise courses, register and certificate learners. To gain access to this system the centre must register interest with 1st4sport and be issued with a system access key. To request this, contact the 1st4sport Centre Support Team on: Tel: 0113 290 7610 Email: [email protected]

Must be evidenced though:

engagement with the 1st4sport portal course authorisation records, related updates and communications learner registration records, related updates and communications learner certification records, related updates and communications.

mailto:[email protected]


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QCON 2.2 Learner eligibility and pre-requisites

Conditions Evidence: pre-requisites

The recognised centre is required to conduct an initial assessment of learners to ensure that pre-requisites to registration and certification are considered and outcomes recorded during the application process. Prior to registration learners are required to:

be appropriately identified be at least 18 years of age hold the 1st4sport Level 2 Certificate for Coaches in

Badminton (QCF) or equivalent 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.

There are no additional pre-requisites to certification other than successful completion of all learning outcomes and assessment criteria.


learner records containing personal data including title, name, date of birth, address gender nationally, ethnicity, disability and access needs

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

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

A recognised equivalent may include qualifications such as the BADMINTONscotland Instructors Award or the Badminton Wales Union Leaders Award. Any qualifications away from these recognised equivalences will be considered on an individual basis.


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QCON 2.3 Learner eligibility and barriers to access

Conditions Evidence: access arrangements

The recognised centre is required to conduct an initial assessment of learners to consider barriers to access in accordance with the Equality Act 20108 and its protected characteristics. Barriers have been identified in order to preserve the integrity, the technical requirements and duty of care. These include:

age – individuals under the age of 18 (unless with a suitable recommendation) are not permitted to attend this qualification for safety purposes. As a result no adjustments to this barrier can be applied.

race – individuals who do not speak English to an appropriate standard will not be allowed access to the qualification for quality assurance purposes. In such cases reasonable adjustments will not be applied.

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

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.

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


learner application forms or web-based application services (where disabilities and access requests are recorded)

reasonable adjustment requests, supporting evidence9 and clearly implemented arrangements.

8 There are no barriers to access on the grounds of marriage, religion or belief, sex, sexual orientation or gender transformation. 9 Medical reports, diagnostic tests or professional testimonies


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QCON 2.4 Learner eligibility and recognised prior learning

Conditions Evidence: RPL

There is no recognised prior learning for this qualification. All learners must attend the complete programme of training and assessment.

n/a

QCON 2.5 Learner enrolment, agreement and registration period

Conditions Evidence: enrolment process

The recognised centre is required to have a fair and equitable enrolment process. 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

are equipped with appropriate apparel to facilitate coaching activities

understand that the registration period for this qualification is 3 years (36 months) in which time they must complete all aspects of their learning and assessment including reassessments.

comply with recognised centre policy and procedure comply with the qualification conditions, 1st4sport policy,

position statements and related processes.


learner application forms or web based application services signed learning agreements/contracts10.

10 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.


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QCON 2.6 Learner Inductions

Conditions Evidence: learner inductions

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

the individual members of the centre’s workforce and their roles

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 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 scheduled internal or external quality assurance

activities.


induction attendance registers and records policy booklets or signposts induction documentation.


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Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: learning hours

The recognised centre is required to deliver the qualification in accordance with the recommended guided learning hours which are, as a minimum, 56 hours, depending upon learners’ needs and the structure of the programme of training and assessment. A recommended structure, approved by the National Source Group for Badminton, has been included in the Delivery, Assessment and Quality Assurance Approach for this qualification. The Total Qualification Time for this qualification is 126 hours. This is inclusive of all pre-training learning, guided learning, assisted learning, and preparation for and completion of all assessment. Numbers are based on anecdotal research completed by the National Source Group for Badminton.


marketing tools (where these exist) a published learning and assessment programme.

QCON 3.2 The Training and Assessment Programme

Conditions Evidence: course programme

The recognised centre is required to use the 1st4sport training and assessment programme adapting where necessary to meet the specific needs of individual learners. In delivering the programme the following is considered:

all learning outcomes all assessment opportunities and the assessment

criteria each learner’s individual needs the learners’ registration period (3 years, 36 months).

Training and assessment programmes must be evidenced through:

a published learning and assessment programme per course course administration records.


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QCON 3.3 Assessment Specification

Conditions Evidence: assessment

Achievement of the qualification is normally through attendance on a course of training and assessment. The assessment specification requires learners to:

Complete an online learning programme that covers the underpinning knowledge relevant to the Level 3 programme, including the completion of an online non-invigilated multiple-choice assessment.

Complete an extended player study that evaluates a performance player (who is within a competition programme)

Complete a match analysis task Demonstrate their ability to observe, plan in live

situations and coach sessions within group, individual and doubles-pair contexts within the practical coaching assessment (in a simulated environment).

Successful completion of all of the above will result in the achievement of qualification.


records of learners attendance and achievements completion of 1st4sport Learner Portfolios assessed in accordance with the

1st4sport Assessor Guidance internal quality assurance reports external quality assurance reports and action responses (Athena).


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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; contained within the 1st4sport Learner Portfolio.


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

completed learner portfolios internal quality assurance reports external quality assurance reports and action responses (Athena).

Evidence: alternative arrangements


an alternative assessment arrangements request the completion of agreed alternative assessment tools.

QCON 3.5 Assessment Eligibility

Conditions Evidence: eligibility for assessment

The recognised centre is required to ensure all learners who have attended the full programme of training and assessment 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 submitted all other assessed tasks in the 1st4sport Learner Portfolio.


the full programme of learning must be evidenced through registers and/or records of attendance

assessment records.


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QCON 3.6 Assessment Process

Conditions Evidence: assessment process

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

assessment schedules are communicated 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 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 only after internal quality assurance has been completed.


a published training and assessment programme per course assessment schedules per learner records of attendance and achievements completed learner portfolios assessed in line with the 1st4sport assessor

guidance; including signatures and annotations which clearly evidence assessment activities

assessor communications to administrators internal quality assurance records external quality assurance reports and action responses (Athena).

QCON 3.7 Eligibility of Learners for Special Consideration

Conditions Evidence: access arrangements

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


special consideration requests (Athena) implementation of the arrangements.


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QCON 3.8 Eligibility of Learners for Certification

Conditions Evidence: certification

The recognised centre is required to ensure that learners who have completed all pre-requisites, assessment requirements, and who have been confirmed by the assessor as eligible for certification, are certificated. Where a quality assurance 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

assessor communications to the qualification administrator

administrator communications to learners

internal quality assurance reports

certification requests to 1st4sport.

QCON 3.9 Reassessments

Conditions Evidence: reassessment activities

The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of two opportunities to re-sit the appropriate assessment component within their period of registration (two years). Recognised centres may levy additional charges for conducting reassessments. All reassessments must be conducted in accordance with the assessment specification.


assessment schedules per learner, tracking and records completed/updated learner portfolios completed Record of Achievement, per learner assessor communications with administrators internal quality assurance records: external quality assurance reports and action responses (Athena).


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Section Four: Internal Quality Assurance

QCON 4.1 Internal Quality Assurance Strategy

Conditions Evidence: strategy

The recognised centre is required to have in place an internal quality assurance strategy which includes strategic objectives which include, but are not limited to: a selected sample across 50% of learner evidence and

assessor feedback is internally quality assured from 100% of the courses authorised

all active assessors are internally quality assured across all active assessment sites, over a twelve month period

standardisation activities conducted annually and focussed on assessment and internal quality assurance

internal quality assurance conducted in accordance with a risk based approach; assessors and assessments perceived as higher risk experience more frequent IQA interventions.


a current internal quality assurance strategy document uploaded into the Documents section of Athena

QCON 4.2 Internal Quality Assurance Sampling

Conditions Evidence: sampling activities

The recognised centre is required to have a sampling plan in support of the strategy; communicated to the external quality assurer.


sampling plans internal quality assurance reports.


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QCON 4.3 Internal Quality Assurance Interventions

Conditions Evidence: internal quality assurance sampling

The recognised centre is required to ensure internal quality assurance interventions across all coach educators/assessors at all sites. This should 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 quality assurance reports.


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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

NSG Contact Details Badminton England Website: www.badmintonengland.com Enquiries email: [email protected] Telephone: 01908 268 400 Fax: 01908 268 412 BADMINTONscotland Website: www.badmintonscotland.org.uk Enquiries email: [email protected] Telephone: 0141 445 1218 Fax: 0141 425 1218 Badminton Wales Website: www.badmintonwales.net Enquiries email: [email protected] Telephone: 029 2033 4940 Fax: 029 2049 7224

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

Website: skillsactive.com Enquiries e-mail: [email protected] Telephone: 0330 004 005

sports coach UK, the UK's technical agency for coaching

Website: sportscoachuk.org Enquiries email: via web form at sportscoachuk.org/contact Telephone: 0113 274 4802

The Register of Regulated Qualifications

The full list of qualifications awarded by 1st4sport is either available on request or can be viewed on the Register of Regulated Qualifications via this link.11

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

http://www.badmintonengland.com/


http://www.badmintonscotland.org.uk/


http://www.badmintonwales.net/


http://www.skillsactive.com/


http://www.sportscoachuk.org/

http://www.sportscoachuk.org/contact

http://register.ofqual.gov.uk/Search?category=Qualifications&query=1st4sport%20Level%201%20Certificate%20in%20Coaching&status=Available%20to%20learners


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The Office of the Qualifications and Examination regulator (Ofqual)

Website: gov.uk/government/organisations/ofqual

Qualifications Wales

Website: qualificationswales.org

Department for Education

Website: gov.uk/government/organisations/department-for-education

Learning Records Service

Website: gov.uk/government/collections/learning-records-service

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

http://qualificationswales.org/?lang=en

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

https://www.gov.uk/government/collections/learning-records-service


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Appendix 1: Qualification Components

Component title: The Head Coach Role in Badminton

Component aim This component assesses a programme coach’s understanding of their role and responsibilities and the roles of others, ensuring that their coaching is safe and inclusive.

Component level: 3

Guided Learning Hours (GLH): 20

Assessment specification:

Learners are required to complete a series of assessed tasks within their learner portfolio. These are set by 1st4sport and assessed by their assessor. Elements of this component are also assessed via an online multiple-choice assessment accessed through the Badminton Moodle system.

Learning outcomes The learner will:

Assessment criteria The learner can:

Mandatory Delivery content The learner will develop an understanding of:

1

understand the role of the Head Coach in badminton

1.1

evaluate the role of the Head Coach in Badminton

the role of the lead/head coach in the implementation and

management of the coaching programme and sessions strategies to manage others in the coaching environment how to promote, and coach within the boundaries of, relevant

code(s) of practice that impact on the coach and others how to promote the ethos of the participant-centred approach how to produce a coaching philosophy the importance of being a positive role model for participants and

others the importance of operating within own level of competence and

experience the importance of continued professional development for self and others


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2

understand the responsibilities of the Head Coach in badminton

2.1

analyse responsibilities related to rules and regulations

the overarching legal and sport-specific responsibilities of the role the impact of organisational procedures on coaching practice the rules and regulations of Badminton to enable the delivery of

coaching programmes the role of Badminton officials and the positive promotion of these

2.2

analyse responsibilities related to duty of care

what constitutes acceptable relationships as a Head Coach

the guidelines for safeguarding and protecting the following participant groups, adherence to these and maintaining confidentiality:

young people and children, including signs and symptoms of abuse

adults at risk

participants who share protected characteristics the importance of maintaining the confidentiality of participants’

personal details how to utilise others to support participant development and welfare when to seek specialist advice from a competent person or agency

on participants’ needs and potential that cannot be met


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2.3

analyse responsibilities related to safe coaching practice

health and safety management, knowing how to:

- prepare the environment - conduct a risk assessment - minimise risk - put contingency plans in place

emergency procedures; knowing how to follow:

correct procedures for dealing with accidents, emergencies and incidents

correct procedures for reporting issues

facility normal operating procedures (NOPs) and emergency operating procedures (EOPs)

management of others to ensure safety is maintained


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2

understand the responsibilities of the Head Coach in badminton

2.4

evaluate responsibilities related to inclusive coaching practice

how to ensure coaching practice is equitable in-depeth discussion of inclusive delivery of badminton coaching

programmes and activities and where to gain information on this assessing individual participants’ needs to ensure coaching is inclusive

(disability/impairment) how to recognise and address possible barriers to participant

development; when to make reasonable adaptations to programme design, delivery methods and coaching styles

how to communicate with a variety of participant types:

- disabled and non-disabled people - children/youth/adults those who share protected characteristics

recognising that different participants learn in different ways

how different backgrounds and stages of participant development can impact on

age skill development

emotional development

2.5

evaluate the benefits of using others to support badminton coaching programmes

how to operate within a coaching team the breadth of roles in support of coaching, how to ensure positive

relationships with, and the promotion:

- sports official - assistant coach - physiotherapist - nutritionist - psychologist - strength and conditioning

specialist

- physician - parents club

officials - administrators - grounds staff - facility staff

how to share and agree roles and responsibilities of participants and others


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3

understand how to support participants’ lifestyle through badminton coaching programmes.

3.1

evaluate factors contributing to participants’ lifestyle

the role of the coach in encouraging the pursuit of a healthy lifestyle the lifestyle issues that may affect programme participants

3.2

review methods of maintaining the well-being of participants and others

how to encourage effective time management, supporting

participants to plan and prioritise their own work and study commitments (eg training, competition, employment and academic studies)

the impact of participation in developing participants socially through improved confidence and self-esteem

the need for participants’ to achieve a work-life balance

3.3 explain the role of the

Head Coach in injury prevention and management

how to work with others to prevent injury how to support participants in recovering from injury, possibly with

the support of others

3.4

explain the overarching principles of nutrition and hydration related to badminton performance

understand the principles of good nutrition as it relates to sports

performance understand how best to achieve optimum nutrition and hydration

levels before, during and after training and competition


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3.5

describe the principles of the use of drugs and supplements in badminton, and medical considerations

how to access information and prohibiting and understanding and

other the ethical issues surrounding drug taking in sport how to identify and access sources of information on, including the

consequences within badminton, of taking:

- prescription medicines - supplements - performance-enhancing drugs - illegal substances


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Component title: Developing skills though Badminton coaching programmes

Component aim This component assesses a programme coach’s understanding of the impact of skill development on programme design for an annual, or periodised, coaching programme.

Component level: 3

Guided Learning Hours (GLH): 20 Total Learning Time (TLT):


Learners are required to complete a series of assessed tasks within their learner portfolio. These are set by 1st4sport and assessed by their assessor




1

understand the physical requirements of badminton

1.1

assess the fundamental movement skills that underpin the technical, tactical and physical requirements for badminton.

fundamental movement (beyond A,B,C)

- agility - balance - coordination - travel

- jump - send - receive - strike

the technical and tactical requirements for badminton the physical requirements for badminton

1.2

evaluate the physical capabilities required for badminton

the physical capabilities required for badminton the skill-related aspects of the sport in relation to physical fitness the concepts of physical conditioning, its role in training and how to

apply them to participants, including:

- aerobic endurance - muscular endurance - speed - flexibility - agility

- strength - power - balance and coordination - core stability - functional strength


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2

understand how to apply mental skills training within the badminton coaching programme

2.1

Understand the mental skills required in Badminton

the mental skills required for successful performance in sport

including:

- confidence – mental toughness, self-confidence, belief - concentration – ability to maintain focus, intentional control - motivation – intention and desire to be effective/succeed - emotional control – ability to maintain emotional control

regardless of distraction - cohesion – commitment/ability to continue working to agreed

goals - growth mindset – self-motivated learner - psychosocial characteristics of developing excellence (PCDE)

skills - resilience

the different stages of cognitive, emotional and social development 2.2

illustrate how a Head Coach can contribute to the development of participants’ mental skills

how to develop participants’ mental skills in sport including:

- confidence – mental toughness, self-confidence, belief - concentration – ability to maintain focus, intentional control - motivation – intention and desire to be effective/succeed - emotional control – ability to maintain emotional control

regardless of distraction - cohesion – commitment/ability to continue working to agreed

goals - growth mindset – self-motivated learner - psychosocial characteristics of developing excellence (PCDE)

skills - resilience


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3

understand how to apply skill development within the badminton coaching programme.

3.1

illustrate the key factors of skill development

the concepts of:

skill coordination motor skill learning skill acquisition skill retention skill transfer

3.2

illustrate the principal methodologies of skill development

the delivery style - pedagogy vs andragogy the range skill development delivery methods:

whole practice part instruction whole-part-whole instruction shaping chaining

the range of skill development coaching activities:

- drills based - scenario based - small sided games - adapted games (rule changes/restrictions) - full games - differentiation (adaptations and progressions)

the range of coaching methods for skill development:

facilitation instruction demonstration question and answer

3.3

analyse how coaching behaviours impact on participant skill development

how participants’ learning preferences and the use of coaching style

impact on skill development

how different backgrounds and stages of participant development can impact on skill development


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Component title: Plan a Badminton coaching programme

Component aim

This component assesses a coach’s ability to plan an annual, or periodised, coaching programme to meet the needs of participants. The coaching programme will cover a prolonged period of time such as a year or a season, depending on the nature of the sport and will develop participants’ performance within a sport or physical activity.

Component level: 3



Learners are required to:

profile the performance of a minimum of one participant or a specified cohort of a team design and plan a comprehensive sport-specific coaching programme for a minimum of one participant

or a specified cohort of a team, which should be based on the outcome of the performance profile. produce a detailed plan of a programme (macrocycle) and discrete cycle or phase (mesocycle and

microcycles – minimum 8 weeks in total) associated with an aspect of the sport-specific coaching programme

produce a minimum specified number of coaching session plans within the discrete cycle or phase (minimum 8 sessions) associated with an aspect of the sport-specific coaching programme

produce an evaluation schedule for the sport-specific coaching programme


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Mandatory delivery content

The learner will develop the knowledge, understanding and skills to be able to:

1

understand the process of planning Badminton coaching programmes

1.1

discuss the strategic overview of the coaching programme

identify and define the overall aims of a coaching programme measure the outcomes of the coaching programme

1.2

explain the components and phases of a coaching programme

identify the components of a coaching programme (periodisation):

- macrocycle - mesocycle - microcyle

describe the different phases within a coaching programme (periodisation):

- preparation phase (general and specific) - competition phase - transition phase (active rest)

incorporate the principles and processes, in the context of the sport, involved in planning a coaching programme

1.3

evaluate the factors to consider when developing a coaching programme

identify the demands of the sport to inform the programme design identify and analyse evidence and sources of information that need to

be collated to design the programme plan the focus and priority of each phase of the coaching programme identify appropriate recovery activities and strategies within seasonal,

weekly training cycles and annual training programmes integrate all training, competition/recreational and recovery activities

effectively to ensure optimal training and performance programmes skill acquisition effectively into the rest of the programme (ie constraint-

led coaching)


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2

analyse participants’ performance and stage of development; setting programme goals in badminton

2.1

evaluate participants’ stages of development and how this will determine the coaching programme

explain how the coaching programme, session content and coaching

environment is influenced by:

- participants’ age - participants’ stage of development - participants’ physical readiness to participate - competition

2.2

justify specific physical testing protocols and recording methods for the coaching programme

assess the risks involved in testing monitor and refine the analysis at regular intervals throughout the

programme types of analysis, recording methodology and technology used

2.3

perform physical tests to establish current performance levels

analyse participants’ current and desired levels of performance,

including technical and tactical ability and physical conditioning integrate performance analysis effectively into the programme manage the risks involved in testing

2.4

evaluate methods and sources of information available to design a coaching programme

evaluate valid sources of information to take forward to the programme

planning stage


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3

be able to design badminton coaching programmes to meet participants’ needs

3.1

evaluate the overall aims of the coaching programme

identify the technical and tactical requirements of the sport categorise:

- participant types - participant aims and aspirations

review analysis of participants’:

- level of development - actual and potential performance levels - level of motivation

and explain the importance of these when planning a coaching programme

design and initially agree coaching programme aims for, and with, participants to include:

- physical skill development - mental skill development - technical and tactical skill development

set out and agree coaching programme goals with participants and others


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3

be able to design badminton coaching programmes to meet participants’ needs (continued)

3.2

justify the focus and priority of each stage of the badminton coaching programme

plan the programme in relation to:

- recreation - competition - training cycles - level of participation (recreational, competitive league etc)

design and agree the goals for the (periodisation) cycles of the programme for participants

explain to others their roles and responsibilities

3.3

plan the badminton coaching programme to meet participants’ needs

select and plan activities and resources that facilitate the achievement

of coaching programme goals and enhance participant development:

- skill acquisition - physical conditioning - mental skills

explain methods of enhancing and maintaining performance prepare participants for competition justify and apply the components of physical conditioning in the

programme

3.4

evaluate resources required for the badminton coaching programme

ensure the required resources and facilities are available to

participants and others involved in the programme and in line with good practice

assess and manage the risks involved

3.5

justify how and when to evaluate the badminton coaching programme

identify when to regularly evaluate and review participants’ progress

throughout the coaching programme plan a schedule for the evaluation of the coaching programme, and

share with participants and others


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Component title: Deliver a Badminton coaching programme

Component aim This component assesses a head coach’s understanding of their role and responsibilities and the roles of others, ensuring that their coaching is safe and inclusive.

Component level: 3



Learners are required to: evidence the delivery of 8 (minimum) sport-specific coaching sessions within the discrete cycle or phase

within their normal coaching environment (off-course) be observed by an appropriately qualified assessor delivering a coaching sessions to a singles player, a

doubles pair and a performance group. The assessor observation should be a minimum of 120 minutes; generally through the observation of three 60-minute sessions. Observations will take place within an appropriate performance environment.




The learner will develop the knowledge, understanding and skills to be able

to:

1

manage the implementation of the badminton coaching programme

1.1

agree roles and responsibilities of participants and others involved in the badminton coaching programme

communicate information about the programme to participants and others provide information to participants


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to:

1.2

lead the implementation of the coaching programme including: skill acquisition physical conditioning mental skill

development holistic programme

development.

Implement coaching programmes that incorporate the technical and

tactical requirements of the sport directly coach participants with a periodised programme:

macro (annual) planning mesocycle microcycle

use the principles of skill development in their coaching

2

deliver the badminton coaching programme.

2.1

create and maintain, an effective learning environment/culture

identify the key aspects of an effective coaching environment clarify aims and objectives of sessions, set SMART/tangible goals and

agree these with participants implement good practice principles of starting and ending coaching

sessions for physical and mental preparation – delivering warm-ups and cool-downs

2.2

demonstrate a variety of coaching techniques, adapting coaching and leadership styles to meet the needs of participants and others

utilise a variety of communication methods with participants and others utilise listening skills lead participants and other staff in an effective and appropriate manner adopt coaching techniques relevant to participants’ needs deliver a balance of facilitation, instruction and demonstration ensure there is a balance of activities in the sessions adapt their coaching and style of leadership to meet the needs and varied

learning styles of participants and others

2.3

maintain participant engagement in sessions

encourage and empower participants incorporate a variety of coaching styles into delivery maintain regular communication with participants and others


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to:

2.4

manage the behaviour of participants and others in sessions

manipulate the rules and regulations of sport or physical activity to enable

the delivery of coaching sessions set and enforce ground rules for behaviour within sessions

2.5

manage risk and maintain a safe coaching environment.

manage risk, and monitor participants and others according to the health

and safety requirements of the programme and the sport organise the setting up, taking down and managing of equipment required

for sessions

3

develop participant performance during the badminton coaching programme

3.1

deliver technical and tactical requirements of badminton in sessions

identify the technical and tactical requirements of the sport provide technical and tactical demonstrations and explanations that are

correct apply appropriate communication methods in the provision of technical

guidance

3.2

manage the implementation in sessions of skill acquisition, physical conditioning and mental skills development

directly coach participants in skill acquisition, physical conditioning and

mental skills development provide support and feedback to others involved in coaching participants

in skill acquisition, physical conditioning and mental skills development monitor and refine the skill acquisition components of the programme,

including:

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


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to:

3.3

observe, analyse, intervene and provide ongoing feedback to participants to improve performance within sessions

observe participants’ performance analyse participants’ performance and current skill level provide constructive feedback to participants offer information to participants after coaching sessions and different

stages of the programme.

4

Monitor participant development during the badminton coaching programme

4.1

review and evaluate progress with participant and others at agreed points during the programme

develop methods for evaluating performance that are safe, valid and

reliable continually monitor and review the programme at intervals required by the

sport work with participants to regularly evaluate and review progress

throughout the programme, developing action plans when required provide support and feedback to others involved in the programme

4.2

adapt programme goals for participants based on:

observation feedback progress circumstances

monitor and refine the programme as it develops, using contingency plans

where appropriate manage change effectively within the programme.

4.3

modify the coaching programme to ensure sessions continually meet participants’ needs and programme goals

implement the principles of needs-led coaching, and understand how this

can impact on programme and session goals modify the coaching programme to ensure sessions meet the programme

goals


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Component title: Review a Badminton coaching programme

Component aim

This component assesses the coach’s ability to monitor, review and modify the coaching sessions, phases and overall coaching programme. Learners will also reflect on their own and others’ coaching practice, identifying areas or development.

Component level: 3




evaluate of all aspects of the coaching programme, cycles and delivered sessions evaluate coaching practice of self and others involved in the coaching programme and identify areas for

development produce a personal development plan and review and update this at regular intervals


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Mandatory delivery content The learner will develop the knowledge, understanding and skills to be able to:

1

evaluate the badminton coaching programme

1.1

Monitor, review and modify the badminton coaching programme

work with participants to regularly review and evaluate their progress

throughout the coaching programme complete evaluations of individual coaching sessions and cycles monitor and refine the programme as it develops, using contingency plans

where appropriate manage change effectively within the programme complete an evaluation of a complete coaching programme to include:

analysis of performance evidence from the programme, cycles and sessions

the short- and long- term effectiveness of physical and mental conditioning

coaching contributions from others feedback from participants feedback from others

explain how the analysis of the evidence from the monitoring and review process informs the evaluation results

justify any modifications, made to the coaching programme

1.2

evaluate the impact of self in the design, management and delivery of the badminton coaching programme.

review and justify the methods selected and understand their

importance and impact during the planning of the programme

1.3

evaluate the contributions of others involved in the badminton coaching programme and identify development needs

promote a culture of continuing professional development explain the importance of taking account of organisational objectives

when evaluating and developing others identify coaching roles, career progressions and pathways in sport assist with the development of others involved in the coaching

programme


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1.4

evaluate findings and recommendations for current and future programmes

ensure the outcomes of the evaluation are recorded effectively and

communicated to participants and others report and implement recommendations for improvement from the

evaluation process

2

create a personal development plan.

2.1

define the skills, knowledge and organisational requirements for planning and delivering coaching programmes

explain the importance of taking account of organisational objectives

when evaluating own performance and performance of others appreciate the importance of continuing professional development for

those involved in the coaching programme

2.2

analyse own development needs using self-reflection and feedback from others

take responsibility for own development explain the importance of taking account of organisational objectives

when evaluating and developing self self-reflect on own performance critically analyse and identify personal development needs obtain valid feedback on own performance from participants and others write a SMART personal development plan

2.3

source developmental opportunities that will meet identified development needs

source opportunities for continuing professional development

2.4

evaluate and update personal action plan continually throughout the programme.

record evidence of continual updating, and recording of personal action

plans


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Component title: Technical Requirements for Head Coaches in Badminton

Component aim

The aim of this component is to develop in the learner the knowledge and skills to add significant value to a range of performance players in both training and competitive environments.

Component level: 3




deliver technically and tactically relevant sessions for both singles and doubles players as well as managing the delivery of a group coaching session

evaluate coaching practice of self and others involved in the coaching programme and identify areas for development

Understand the role of the coach at the competitive event and how they can effectively support the player




1

Be able to analyse the needs of the singles player and apply advanced coaching principles

1.1

Demonstrate a player centred approach to the coaching session

Understand the importance and principles of employing a player

centred approach to the coaching environment Apply the principles of player centred coaching within the delivery of a

coaching session with a singles player

1.2

Undertake a technical analysis of the player and identify areas for development

Critically observe a singles player and develop a relevant coaching

session that address the issues identified

Compare player technique against the ideal hitting and movement model

1.3

Apply tactical principles in the practice development

Develop sets of progressive tactically relevant practices within a singles

context that relate to the needs of the player


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1.4

Explain how the underpinning strength and conditioning knowledge could be applied to coaching the performance individual

Understand the components of fitness related to singles performance in

badminton Develop tactically relevant practices that will stress the relevant energy

systems related to singles badminton Consider what types and level of off court training might be relevant for a

singles player

1.5

Explain how the underpinning sports psychology knowledge could be applied to coaching the performance individual

Understand how mental skills can positively impact the singles player Apply relevant techniques to develop the mental skills of the singles

player. o These may include areas such as: maintenance of focus,

goal setting, motivation, emotional control

2

Be able to analyse the needs of the doubles pairs player and apply advanced coaching principles

2.1

Demonstrate a player centred approach to the coaching session



coaching session with a (level or mixed) doubles pair

2.2

Undertake a technical analysis of the player and identify areas for development

Critically observe both players within a doubles pair (level or mixed) and

develop a relevant coaching session that address the issues identified

Compare player technique against the ideal hitting and movement model

2.3

Apply tactical principles in the practice development

Develop sets of progressive tactically relevant practices within a doubles

(level or mixed) context that relate to the needs of the players/pair


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2.4

Explain how the underpinning strength and conditioning knowledge could be applied to coaching the performance individual

Understand the components of fitness related to (level and mixed)

doubles performance in badminton Develop tactically relevant practices that will stress the relevant energy

systems related to doubles badminton Consider what types and level of off court training might be relevant for a

doubles player

2.5

Explain how the underpinning sports psychology knowledge could be applied to coaching the performance individual

Understand how mental skills can positively impact the doubles player

o These may include areas such as: maintenance of focus, goal setting, motivation, emotional control, concentration

Apply relevant techniques to develop the mental skills of the doubles player.

3

Be able to apply advanced coaching principles in the management and delivery an effective group session for performance players

3.1

Demonstrate a player centred approach within the performance group situation



group coaching session with performance players

3.2

Manage the learning process within the group situation to ensure all players involved develop

Understand the importance of effective communication between the coach, the players and other coaches

Provide players within the group sufficient contact time

Ensure that practice conditions are sufficient for development to take place

Provide feedback that is personal and meaningful to each player within the group

3.3

Apply tactical principles in the practice development within the session

Develop sets of progressive tactically relevant practices within a doubles

(level or mixed) context that relate to the needs of the players/pair


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3.4

Deploy assistant coaches to enhance the learning experience for players in the group

Understand the strengths, limitations and boundaries of other coaches Deploy the assistant coach(es) within the bounds of their remit Provide feedback to assistant coaches where appropriate

3.5

Explain how the underpinning strength and conditioning knowledge could be applied to coaching a group of performance players

Understand the components of fitness related to (level and mixed)

doubles performance in badminton Develop tactically relevant practices that will stress the relevant energy

systems related to doubles badminton Consider what types and level of off court training might be relevant for a

doubles player

3.6

Explain how the underpinning sports psychology knowledge could be applied to coaching a group of performance players

Understand the different mental skills required by the performance

player o These may include areas such as: maintenance of focus,

goal setting, motivation, emotional control, concentration Apply relevant techniques to develop mental skills within a performance

group environment

4

Be able to apply advanced coaching principles and underpinning sports science knowledge to support the player in the competition environment

4.1

Demonstrate and explain the use of notational analysis in the competitive situation

Understand the importance and varied uses of notational analysis from

both the live competitive situation and from video Complete a relevant game analysis from both a live event and from

video

4.2

Explain the principles behind the approach to interval coaching during competition

Understand the aims of coaching during the game intervals Understand the optimum amount and style of information that can be

communicated during the interval Appreciate the player centred approach to interval coaching Deliver effective coaching during an competitive game interval


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4.3

Explain effective nutritional practice before, during and post competition

Understand the impact of effective nutrition on the competing

performance player Advise players on optimal fluid and nutritional intake pre, during and

post competition

4.4

Explain how the underpinning sports psychology knowledge could be applied to performance players within a competitive environment

Understand the different mental skills required by the performance

player Understand how some of these areas could be applied to the player

before during and after competition