Interested in a simple Skills Scan and Learning Progress Tracker tool for the Sports coach standard?
Knowledge
K1: Coaching philosophies and professional practice that consider key stakeholder needs, sporting contexts and codes
K2: Professional development planning methods and self-awareness skills training techniques
K3: Transformational coaching methods and strategic planning techniques
K4: Organisational vision, strategies, policies and processes required to ensure legal, ethical, effective and efficient coaching systems. Including current health and safety, safeguarding, data protection and equality laws
K5: Approaches to organisational workforce structures that underpin best practice and showcase the value of scope within the coaching team
K6: Coaching team development and deployment techniques aligned to all relevant and current legislation, policy, process, operating standards and scopes of practice
K7: Coaching service delivery approaches including industry support networks and collaborative, cohesive and competent coaching teams
K8: Curriculum design methods and coaching pedagogies relevant to the participants unique development needs, the demands of the sport or physical activity and the occupational environment
K9: Progressive programme design and delivery techniques that prioritises accessibility, duty of care and accelerate whole child/person development and sport specific skill acquisition
K10: Progressive programme design and delivery techniques that ensure safe practice and support at events and competition and embed learning transfer across situations
K11: Inclusive coaching techniques that embed human rights, equality laws and conventions to ensure ethical coaching practice
K12: Chief Medical Officer guidelines, Public Health England agendas, organisational, sport specific and holistic approaches to wellbeing considering stressors relevant to the participants context
K13: Learning theories and skill acquisition techniques relevant to participant’s unique development needs, the demands of the sport and occupational environment
K14: Positive learning environment attributes and behaviour management strategies relevant to the participant’s unique development needs, demands of the sport and the occupational environment
K15: Developments in learning resources including technological advancements and wider industry support mechanisms that maximise engagement, development and performance gains
K16: Methods to measure the impact of the coaching strategies though analysis of key indicators from participant, coach, coaching team and organisational perception and performance data
K17: UK sport and sport specific strategies, global data, trends and contemporary issues in high performance sport, including social, economic, educational and technological influences
K18: UK sport guidelines, high-performance sport stakeholders, organisational context, culture, codes, direction and politics that influence coaching processes
K19: Profiling and enquiry methods designed to measure bio-psycho-social attributes and inform whole person optimisation planning
K20: Profiling and enquiry methods designed to measure sport specific technical and tactical attributes and inform sustainable development and high-performance goals
K21: Session planning techniques that consider high performance athlete's/player's unique needs, goals and curriculum plans
K22: Session preparation techniques including resource organisation, event risk assessment and safe operating procedures in line with high performance sport policy
K23: Session delivery and adaptation techniques that motivate high performance players/athletes through tailored coaching and communication methods for maximum impact
K24: Session evaluation methods that measure sustainable development and performance gains to shape future plans as part of the continuous enquiry cycle
K25: Methods to measure the impact of the coaching practice on the national and international positioning of the sport by comparing athlete/player results against national and international benchmarks
K26: Sport England Professional Workforce Strategies, social change agendas, national trends on national physical activity participation, local data and contemporary influences
K27: Community initiative or club context, culture, stakeholders, Sport England Coaching Plan, sport specific codes, geographic infrastructure and networks that influence coaching pedagogy and process effectiveness
K28: Profiling and enquiry methods designed to measure whole child/person development dimensions considering cognitive, social, emotional and physiological capabilities
K29: Profiling and enquiry methods designed to measure participant motives, behavioural norms, psychomotor skills, technical and tactical awareness in specific sport and physical activity contexts to enable process goals to be agreed
K30: Session planning techniques that consider each participant unique motives, access and development needs, goals and seasonal plans
K31: Session preparation techniques including resource organisation, event risk assessment and safe operating procedures in line with community organisation health and safety policy
K32: Session delivery and adaptation techniques including tailored coaching and targeted communication methods for maximum impact on long-term engagement and enrichment
K33: Session evaluation methods that measure engagement, enrichment and whole child/person development dimensions to shape future plans as part of the continuous enquiry cycle
K34: Methods to measure the impact of coaching practice on social change associated with access, participation, performance, equality and wellbeing by comparing results against local and national benchmarks
K35: National trends in education, the Department for Education strategies, Statutory Guidelines, DfE National Curriculum the Ofsted Education Inspection Framework and the educational paradigm shift
K36: School stakeholders, context, category, strategies, culture and codes that influence coaching pedagogy and process effectiveness
K37: Profiling and enquiry methods designed to measure whole child development dimensions considering cognitive, social, emotional and physiological stages of development
K38: Profiling and enquiry methods designed to measure psychomotor, technical and tactical skills in physical activity contexts drawn from the Department for Education National Curriculum and enable physical education targets to be agreed
K39: Session planning techniques that consider each child's unique profile, development needs, educational targets, and curriculum plans
K40: Session preparation techniques including resource organisation, event risk assessment and safe operating procedures in line with school health and safety policy
K41: Session delivery and adaptation techniques that inspire children though tailored coaching and communication methods for maximum impact
K42: Session evaluation methods that prioritise children’s mastery of physical education standards, psychomotor skills and whole child development and shape future plans as part of the continuous enquiry cycle
K43: Methods to measure and evaluate the impact of coaching practice on school standards by comparing children's results against local and national benchmarks
Skills
S1: Influence key stakeholders in the sporting context through own coaching philosophy and professional practice
S2: Enhance coaching competencies and inter-intra-personal skills through continued professional development and self-awareness skills training
S3: Develop transformational coaching strategies and tactics that consider sector, sport, organisation and participants unique needs
S4: Comply with legal, ethical, effective and efficient coaching systems that align to the organisational vision, strategies, policies and processes
S5: Promote the value of the coaching team considering workforce structures and scopes including support staff, coaches, coaching assistants, and volunteers
S6: Facilitate the development of the coaching team through due diligence, inductions, development and performance monitoring
S7: Deliver effective coaching services through industry support networks and a collaborative, cohesive and competent coaching team
S8: Design high quality curriculum that considers participants’ unique profiles, promotes ownership and informs micro, meso and macro plans as relevant to the sporting context
S9: Designs and delivers progressive programmes and selects coaching pedagogies that maximise engagement, whole child/person development and accelerates sustainable skill acquisition
S10: Delivers safe and effective coaching support to participants in practice, at events or competitions and influences learning and skill transfer across situations
S11: Embrace each participants uniqueness, their rights and advocates fairness, equality and diversity within the coaching environment
S12: Promote holistic wellbeing to control/contain stressors experienced by participants in their own context and environment
S13: Facilitate participant development by applying learning theory and skill acquisition techniques relevant to participants needs, sport specific demands and context
S14: Facilitate participant development and skill acquisition through positive learning environments and behaviour management strategies
S15: Facilitate participant development and skill acquisition through technological advancements and wider industry support mechanisms
S16: Measure the impact of the coaching strategies though analysis of participant, coach, coaching team and organisational perception and performance data
S17: Proactively responds to global trends, strategies, and contemporary issues in high performance sport to ensure best practice in coaching
S18: Embrace the high-performance context, culture, organisational direction, and codes to deliver effective coaching processes
S19: Profile athletes or players to measure bio-psycho-social attributes and inform whole person optimisation
S20: Profile athlete/players to measure sport specific technical and tactical attributes and inform sustainable development and high-performance goals
S21: Plan sessions that consider high performance athlete's/player's unique needs, goals, curriculum, progressive programmes, practice, and competition schedules
S22: Prepare for sessions by organising resources, conducting event risk assessment and ensures safe operating procedures in line with high performance sport policy
S23: Deliver safe, inclusive sessions and makes adaptations in the moment to accelerate development and maximise performance gains through relevant coaching and communication methods
S24: Evaluate sessions to monitor sustainability of athlete/player development and performance gains to shape future plans as part of the continuous enquiry cycle
S25: Measure the impact of the coaching practice on the national and international positioning of the sport by comparing athlete or player results against national and international benchmarks
S26: Proactively responds to sector strategies, social change agendas, national and local trends in physical activity participation and contemporary influences
S27: Embrace the community category, context, culture, codes, stakeholders and public sector duty to deliver effective coaching pedagogies and processes
S28: Profile participants to measure whole child/person development dimensions considering cognitive, social, emotional and physiological capabilities
S29: Profile participants motives, behavioural norms, psychomotor skills, technical and tactical awareness in community sport and physical activity contexts to enable goals to be agreed
S30: Plan targeted and accessible sessions that consider each participant's unique motives, development needs, goals and seasonal plans
S31: Prepare for sessions by organising resources, conducting event risk assessment and ensures safe operating procedures in line with community organisation health and safety policy
S32: Deliver safe and inclusive and effective sessions and makes adaptations in the moment to engage and enrich participants though tailored coaching and targeted communication methods for maximum impact
S33: Evaluate sessions to monitor engagement, enrichment and whole child/person development dimensions to shape future plans as part of the continuous enquiry cycle
S34: Measure the impact of coaching practice on social change associated with access, participation, performance, equality and wellbeing by comparing results against local and national benchmarks
S35: Proactively responds to national trends in education standards, paradigm shifts, strategies and contemporary influences in school and physical education
S36: Embrace the school category, context, culture, codes, stakeholders, and statutory guidelines to deliver effective coaching pedagogies and processes
S37: Profile whole child development dimensions considering cognitive, social, emotional and physiological stages of development
S38: Profile children's psychomotor, technical and tactical skills in physical activity contexts drawn from the DfE National Curriculum to enable physical education targets to be agreed
S39: Plan safe, inclusive and effective sessions that consider each child's unique development needs, educational targets and curriculum plans
S40: Prepare for sessions by organising resources, conducting event risk assessment and ensures safe operating procedures in line with school health and safety policy
S41: Delivers safe, inclusive and effective sessions and makes necessary adaptations to develop children’s psychomotor skill mastery though tailored coaching and communication methods for maximum impact
S42: Evaluate sessions to monitor children's mastery of physical education standards, psychomotor skills and whole child development to shape plans as part of the continuous enquiry cycle
S43: Measure and evaluates the impact of coaching practice on school standards by comparing children's results against local and national benchmarks
Behaviours
B1: Advocate: acts as an ambassador for the organisation and sector both internally and externally
B2: Inspirational: leads by example, acts with integrity, builds trust and demonstrates respect for others
B3: Ethical: accepts responsibility and is committed to equality, diversity, human rights and safe practice
B4: Collaborative: demonstrates awareness of own and others’ working styles and collaborates to achieve positive outcomes
B5: Motivational: considers participants unique needs and tailors’ solutions to meet their unique needs
B6: Resilient: adapts when dealing with challenges by maintaining focus, self-control and is flexible to changing work environment and people demands
B7: Results orientated: influences change by soliciting and acting on feedback to deliver results
B8: Innovative: challenges the status quo to foster new ways of thinking and working and to resolve problems. Seeks out opportunities for continuous improvement in participants, the coaching system, services, the organisation and the sector
Core occupation duties
DUTY: Develop and update own coaching philosophy and strategies through professional practice, continuous development and self-review.
K1
K2
S1
S2
B2
DUTY: Develop and implement evidence-based, progressive coaching systems that comply with all relevant and current legislation, statutory guidance, sector standards and codes.
K3
K4
S3
S4
B3
B7
B8
DUTY: Use up-to-date knowledge of wider issues affecting the coaching environment to proactively influence best practice across the coaching team.
K5
K6
S5
S6
DUTY: Utilise and collaborate with industry-wide support networks and internal team members to ensure the most effective coaching services are delivered to participants.
K7
S7
B1
B4
DUTY: Use appropriate enquiry and profiling techniques to create a learning and development curriculum that considers participants’ unique needs, targets and/or goals, whilst building trust.
K8
S8
DUTY: Provide support to participants and the wider coaching team through progressive coaching programmes, at events or competitions.
K9
K10
K11
S9
S10
S11
B6
DUTY: Promote holistic wellbeing within coaching practice to control/contain stressors experienced by participants in the coaching environment.
K12
S12
DUTY: Facilitate learning and skill acquisition of participants by creating positive coaching environments that apply learning theories, behaviour management techniques, technological advancements and wider support mechanisms.
K13
K14
K15
S13
S14
S15
B5
DUTY: Measure the impact of coaching strategies on participants’ sustainable engagement and development and evaluate effectiveness of own performance on the wider coaching team, organisation and sport.
K16
S16
High Performance Coach duties
DUTY: Maintain up-to-date knowledge of global trends, standards, strategies and contemporary influences in high-performance sport contexts.
K1
K2
S1
S2
B2
DUTY: Deliver relevant coaching pedagogies and processes that consider the high-performance context, culture, politics and key stakeholder needs.
K3
K4
S3
S4
B3
B7
B8
DUTY: Profile development needs to set and monitor goals and plans based on measurement of athlete/players’ bio-psycho-social attributes and sport-specific skills.
K5
K6
S5
S6
DUTY: Ensure the design and delivery high-quality, inclusive sessions to accelerate athlete/player development and promote sustainable high-performance gains that enhance the national and international positioning of the sport.
K7
S7
B1
B4
Community Coach duties
DUTY: Maintain up-to-date knowledge of national trends, strategies for social change, local participation and performance data and contemporary influences.
K1
K2
S1
S2
B2
DUTY: Deliver appropriate coaching pedagogies and processes that consider the community sport and physical activity context, culture, constraints, geographical infrastructure and demographics.
K3
K4
S3
S4
B3
B7
B8
DUTY: Profile engagement and development needs to set and monitor goals based on participant motives and measurement of psychological, physiological, social, emotional [whole child/person] attributes and sport specific skills.
K5
K6
S5
S6
DUTY: Ensure the design and delivery of high-quality, inclusive coaching sessions that meet the objectives of community/government/club initiatives whilst aiming to engage and enrich participants.
K7
S7
B1
B4
School Coach duties
DUTY: Maintains up-to-date knowledge of education standards, trends, frameworks, paradigms and contemporary influences.
K1
K2
S1
S2
B2
DUTY: Deliver appropriate coaching pedagogies and processes that align to national physical education curriculum and considers the school context, category, culture, strategies and regulatory constraints.
K3
K4
S3
S4
B3
B7
B8
DUTY: Profile development needs to set and monitor physical education targets and plans based on measurement of participants’ cognitive, physical, social, emotional [whole child] attributes and psychomotor skills.
K5
K6
S5
S6
DUTY: Ensure the design and delivery of high-quality, inclusive curricular and extracurricular lessons that meet school standards through whole child development and sustainable psychomotor skills using a mastery approach to learning.
