Long term coach development (LTCD) 17 March 2011 Agenda 1. - - PowerPoint PPT Presentation

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Long term coach development (LTCD) 17 March 2011 Agenda 1. - - PowerPoint PPT Presentation

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South African Coaching Framework Long term coach development (LTCD) 17 March 2011 Agenda 1. Overview of the South African Coaching Framework 2. LTCD South Africa 3. Aligning with the National Qualifications Framework (NQF) Theta

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South African Coaching Framework Long term coach development (LTCD) 17 March 2011

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Agenda

  • 1. Overview of the South African Coaching Framework
  • 2. LTCD South Africa
  • 3. Aligning with the National Qualifications Framework (NQF) –Theta

perspective

  • 4. Review of LTCD proposals
  • 5. Feedback
  • 6. Actions and summary
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  • 1. Overview of the South African

Coaching Framework

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An active and winning nation

  • The Government of South Africa has set out the vision
  • f:
  • ‘an active and winning nation’ where participation levels

and international success in sport are increased.

  • Sport is a basic human right has a key role in ‘fostering

inclusive citizenship and nation building.’

SRSA (2010) Active and winning nation: strategic plan 2010-2014

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With a mission that unites and inspires ‘By 2014 SASCOC will have established a system that will have transformed South African sport to be inclusive and triumphant.’

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Summit declaration

‘This conference supports the further development of the South African

Coaching Framework with a view to completion and sign-off by November 2011.’

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Leadership and structure

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Reference document

  • ‘The South African Coaching Framework

will become the reference document for all legitimate and recognised organisations involved in the development of sport coaching in the country.

  • In the context of the provisions of the National Sport and Recreation

Amendment Act (2007), SRSA and SASCOC have agreed that the South African Coaching Framework will provide the strategic framework for the education and training of coaches to support mass participation; talent development and high performance sport.

  • The South African Coaching Framework will also extend beyond education

and training in that it will deal with the creation of a sustainable coaching system for South Africa to support the national objective of building an active and winning nation’.

SASCOC (2010). Building pathways and transformation through sport coaching in South Africa

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South African Coaching Framework: vision and phases

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Participant and coach development

System

Long-term participant development and policy

  • bjectives

Readiness and engagement of partners in coaching Resources: coaches; education; National Federations; national and provincial partners Leadership; coordination and ways

  • f working

Coaches

Long-term coach development Coach education, development and qualifications Coaching workforce

Impact

Data management Registration and licensing Research and development

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Sport for life

Physical Literacy

Active start FUNdamentals Learn to Train

Participant development model

Train to Train Train to Compete Train to Win

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Core building blocks

Participant development Coach Development

Stronger and transformed South African sport system

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Process for SA Coaching Framework and SA Sport for Life

Core drafts Consultation Completion and launch by November 2011

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  • 2. Long term coach development
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Mindset!

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Coaches have a vital role... ‘Sport coaching is a process

  • f

guided improvement, led by a coach, in a single sport at identifiable stages of participant development’

(European Coaching Council, 2007)

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The Long-Term Player/Athlete Development Model (LTPAD)

Talent Development Model

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In charting the next steps

Early Middle Late

‘10 year rule’

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Building capability and empowering

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Developing participant capability

Culture and environment

Cutting- edge Sport Personal

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Key components of coach development (Mallet, 2010)

  • Sport participation experience: various studies find

minimum of 5 years playing experience among high performance coaches (not necessarily high level)

  • Coaching experience: 10 years coaching experience

before engagement in high performance (often at developmental level)

  • Formal education: high level of engagement at

graduate and post graduate level (56-84% in Europe (Trudel & Gilbert, 2006) and 65% in Australia

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Coach development

Playing Learning Other experiences Coaching

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In charting the next steps

Early Middle Late

‘30 year rule?’ 30,000 hours?

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Coaching contexts

610 studies 1970-2001 (Gilbert and Trudel, 2004)

College 37% High school 31% Youth club 17% Elite amateur 13% Adult club 4% Elementary/middle school 4% Professional 3%

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Coaches in the UK

(North 2009)

0% 10% 20% 30% 40% 50% 60% 70% 80% Children Particip Perform

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Stages in coach development (Salmela et al, 1994)

Diffused involvement in sport Initial coaching role Passive to active transfer of coaching knowledge Established coaching role Established coaching role Specialist coach and eminent awareness

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Stages in the development of coaching expertise (Erickson, Côté & Fraser-Thomas, 2007)

Diversified early sport participation Competitive Sports Participation Highly Competitive Participation /Introduction to coaching Part-time early coaching High performance head coaching

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Lifelong learning in sport and coaching

Playing Learning Other experiences Coaching

Personal learning journey

Non- formal Informal Formal

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Which experiences?

Coach Participant

Formal Informal Non- formal

Coach capability

Culture and environment

Cutting- edge Sport Personal

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Coaching expertise

(Cote and Gilbert, 2009)

Inter- personal knowledge Professional knowledge Intra- personal knowledge

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Global context

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Master Coach Senior Coach Coach Apprentice Coach Performance Oriented Athletes/Teams Participation Oriented Sportspeople EQF Levels (1- 8)

7

  • 3

National Levels (… – …) ..

  • ..

Talents High Performance Beginners Participation Oriented

European framework (2007)

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German Coaching System (Nordmann, 2008)

federation - based

Elite Sports

Coach Education System in Germany

Level Certificate

  • No. of lessons (at least)

Coaching role / reference point 5 Diploma - Coach 1.300 Master Coach 4 Coach Grade A 90 Senior Coach 3 Coach Grade B 60 Coach 2 Coach Grade C 120 1 Assistent Coach 30 Apprentice coach

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Coaching domains and roles (sports coach UK, 2009)

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Level II

Multi-Events, Event Group Development

Level III

Multi-Events, Event Group Development, Specialisation

Academy

Specialisation, Performance

Level IV

Multi-Events, Event Group Development, Specialisation, Performance

Stage 1 Kids’ Athletics Stage 2 Multi-Events Stage 3 Event Group Development Stage 4 Specialisation Stage 5 Performance

Level I

Kid’s Athletics, Multi-Events, Event Group Development

Stages of Athlete Development and the IAAF CECS (Locatelli, 2008)

International federations

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Master Coach Senior Coach Coach Apprentice Coach Performance Oriented Athletes/Teams Participation Oriented Sportspeople University Courses And NQF Levels (1- 10)

  • National

Federations Levels (… – …) and RPL ..

  • ..

High perf Talent Participation Beginners

Coaching competence and qualifications

Acknowledgement

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Coaching development model (draft)

Children Participation Talent High performance

Assistant Coach Senior coach Master coach

Pre-coach and bridges into coaching

Volunteer Coach Professional Coach

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Coaching development model –key concepts

Pre- coaching

  • These roles will support assistant coaches and coaches in children’s and participation domains. Pre-coaching roles are often

played by parents or young adults in helping out with coaching, without having made a commitment to play a coaching role or to

  • btain formal qualifications. These roles are voluntary and provide an important pathway into coaching, as well as supporting

the delivery of coaching at local level. The roles are subject to basic safety and child protection guidelines and should operate under the supervision of a qualified Coach.

Coaching

  • These roles will include Assistant Coach and Coach roles that are carried out on a volunteer basis in children’s; participation;

performer development and high performance domains. Minimum standards in relation to safety; child protection and qualifications will apply to these coaching roles. All those playing coaching roles will be expected to register with their national federation and to comply with a Coaches Code of Ethics and Good Practice.

  • Also, consider ‘paraprofessional’ and ‘trainer’ labels

Professional coaching

  • Professional coaches will include all coaches who are paid in any coaching capacity. It will also include coaches operating at

senior and master coach levels across the four coaching domains, whether in a paid or volunteer capacity. Volunteer coaches operating in these roles will be regarded as ‘professional volunteers’. All professional coaches will be expected to comply with minimum standards in relation to safety; child protection and qualifications. They will also be subject to a licensing process that will be introduced on a sport by sport basis and in the context of a core set of guidelines. Professional coaches will adhere to Professional Coaches Code of Ethics and Good Practice.

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Coach developers

LTCD

Master Senior Coach Assistant

LTTD

Master tutor Senior tutor Tutor

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NF Awards and NQF

Pre-coach

Pre: Induction modules aligned with, but not

  • n, NQF

Volunteer Coach

Coach: NF Award aligned with, but not

  • n, NQF at Level 5

Assistant Coach: NF Award aligned with, but not on, NQF Level 4

Professional volunteer coach

Master Coach: NF Award and Diploma Level 6 or degree Level 7 Senior Coach: NF Award and National Diploma at Level 5 Coach: NF Award and National Certificate at Level 5

Professional coach

Master Coach: NF Award and degree Level 7 Senior Coach: NF Award and National Diploma Level 6 Coach: NF Award and National Certificate Level 5

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Coaching development model (draft)

Children Participation Talent High performance

Assistant Coach Senior coach Master coach

Pre-coach and bridges into coaching

Volunteer Coach Professional Coach

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  • 3. Aligning with the National

Qualifications Framework – Theta perspective

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  • 4. Review of LTCD South Africa
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Working groups

  • 1. What are the main issues that need to be

addressed in order to create sustainable, high quality development

  • f

coaches in South Africa?

  • 2. Review

the following: Coaching roles and domains; Coaching categories; NQF alignment; LTTD.

  • 3. How can an effective and efficient model of

delivery for the development of coaches be put in place?

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  • 5. Feedback
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  • 6. Actions and summary
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South African Coaching Framework Long term coach development (LTCD South Africa) 17 March 2011