Sports Coach Level 4
To download a full overview for this qualification, please click here
Summary
Sport coaches aim to provide meaningful and high-quality learning, development and performance experiences. They support the achievement of medals in talent, national and international competition, enrich performance in local competitions, increase participation, raise educational standards, enhance wellbeing and drive social change. Sport coaches can influence national wellness to reduce burden on the National Health Service.
Ideal candidates
The ideal candidates are likely to be people interested in progressing their career involving sport/physical activity/physical education.
Qualifications
There is no formal qualification with this course but it embraces highly-varied course content – see next section.
Course structure
Standards
A highly-varied course content programme all delivered in person by Riverside’s dedicated coaches as well as guest speakers and specialists. The programme covers:
- the induction process
- diagnostic tests
- 13 taught sessions
- skill tests
- project work
- review sessions
Knowledge, Skills, Behaviours
Knowledge
- Coaching philosophies and professional practice that consider key stakeholder needs, sporting contexts and codes
- Professional development planning methods and self-awareness skills training techniques
- Transformational coaching methods and strategic planning techniques
- 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
- Approaches to organisational workforce structures that underpin best practice and showcase the value of scope within the coaching team
- Coaching team development and deployment techniques aligned to all relevant and current legislation, policy, process, operating standards and scopes of practice
- Coaching service delivery approaches including industry support networks and collaborative, cohesive and competent coaching teams
- 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
- Progressive programme design and delivery techniques that prioritises accessibility, duty of care and accelerate whole child/person development and sport specific skill acquisition
- Progressive programme design and delivery techniques that ensure safe practice and support at events and competition and embed learning transfer across situations
- Inclusive coaching techniques that embed human rights, equality laws and conventions to ensure ethical coaching practice
- Chief Medical Officer guidelines, Public Health England agendas, organisational, sport specific and holistic approaches to wellbeing considering stressors relevant to the participants context
- Learning theories and skill acquisition techniques relevant to participant’s unique development needs, the demands of the sport and occupational environment
- Positive learning environment attributes and behaviour management strategies relevant to the participant’s unique development needs, demands of the sport and the occupational environment
- Developments in learning resources including technological advancements and wider industry support mechanisms that maximise engagement, development and performance gains
- 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
- UK sport and sport specific strategies, global data, trends and contemporary issues in high performance sport, including social, economic, educational and technological influences
- UK sport guidelines, high-performance sport stakeholders, organisational context, culture, codes, direction and politics that influence coaching processes
- Profiling and enquiry methods designed to measure bio-psycho-social attributes and inform whole person optimisation planning
- Profiling and enquiry methods designed to measure sport specific technical and tactical attributes and inform sustainable development and high-performance goals
- Session planning techniques that consider high performance athlete’s/player’s unique needs, goals and curriculum plans
- Session preparation techniques including resource organisation, event risk assessment and safe operating procedures in line with high performance sport policy
- Session delivery and adaptation techniques that motivate high performance players/athletes through tailored coaching and communication methods for maximum impact
- Session evaluation methods that measure sustainable development and performance gains to shape future plans as part of the continuous enquiry cycle
- 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
- Sport England Professional Workforce Strategies, social change agendas, national trends on national physical activity participation, local data and contemporary influences
- 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
- Profiling and enquiry methods designed to measure whole child/person development dimensions considering cognitive, social, emotional and physiological capabilities
- 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
- Session planning techniques that consider each participant unique motives, access and development needs, goals and seasonal plans
- Session preparation techniques including resource organisation, event risk assessment and safe operating procedures in line with community organisation health and safety policy
- Session delivery and adaptation techniques including tailored coaching and targeted communication methods for maximum impact on long-term engagement and enrichment
- Session evaluation methods that measure engagement, enrichment and whole child/person development dimensions to shape future plans as part of the continuous enquiry cycle
- 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
- National trends in education, the Department for Education strategies, Statutory Guidelines, DfE National Curriculum the Ofsted Education Inspection Framework and the educational paradigm shift
- School stakeholders, context, category, strategies, culture and codes that influence coaching pedagogy and process effectiveness
- Profiling and enquiry methods designed to measure whole child development dimensions considering cognitive, social, emotional and physiological stages of development
- 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
- Session planning techniques that consider each child’s unique profile, development needs, educational targets, and curriculum plans
- Session preparation techniques including resource organisation, event risk assessment and safe operating procedures in line with school health and safety policy
- Session delivery and adaptation techniques that inspire children though tailored coaching and communication methods for maximum impact
- 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
- Methods to measure and evaluate the impact of coaching practice on school standards by comparing children’s results against local and national benchmarks
Skills
- Influence key stakeholders in the sporting context through own coaching philosophy and professional practice
- Enhance coaching competencies and inter-intra-personal skills through continued professional development and self-awareness skills training
- Develop transformational coaching strategies and tactics that consider sector, sport, organisation and participants unique needs
- Comply with legal, ethical, effective and efficient coaching systems that align to the organisational vision, strategies, policies and processes
- Promote the value of the coaching team considering workforce structures and scopes including support staff, coaches, coaching assistants, and volunteers
- Facilitate the development of the coaching team through due diligence, inductions, development and performance monitoring
- Deliver effective coaching services through industry support networks and a collaborative, cohesive and competent coaching team
- Design high quality curriculum that considers participants’ unique profiles, promotes ownership and informs micro, meso and macro plans as relevant to the sporting context
- Designs and delivers progressive programmes and selects coaching pedagogies that maximise engagement, whole child/person development and accelerates sustainable skill acquisition
- Delivers safe and effective coaching support to participants in practice, at events or competitions and influences learning and skill transfer across situations
- Embrace each participants uniqueness, their rights and advocates fairness, equality and diversity within the coaching environment
- Promote holistic wellbeing to control/contain stressors experienced by participants in their own context and environment
- Facilitate participant development by applying learning theory and skill acquisition techniques relevant to participants needs, sport specific demands and context
- Facilitate participant development and skill acquisition through positive learning environments and behaviour management strategies
- Facilitate participant development and skill acquisition through technological advancements and wider industry support mechanisms
- Measure the impact of the coaching strategies though analysis of participant, coach, coaching team and organisational perception and performance data
- Proactively responds to global trends, strategies, and contemporary issues in high performance sport to ensure best practice in coaching
- Embrace the high-performance context, culture, organisational direction, and codes to deliver effective coaching processes
- Profile athletes or players to measure bio-psycho-social attributes and inform whole person optimisation
- Profile athlete/players to measure sport specific technical and tactical attributes and inform sustainable development and high-performance goals
- Plan sessions that consider high performance athlete’s/player’s unique needs, goals, curriculum, progressive programmes, practice, and competition schedules
- Prepare for sessions by organising resources, conducting event risk assessment and ensures safe operating procedures in line with high performance sport policy
- Deliver safe, inclusive sessions and makes adaptations in the moment to accelerate development and maximise performance gains through relevant coaching and communication methods
- Evaluate sessions to monitor sustainability of athlete/player development and performance gains to shape future plans as part of the continuous enquiry cycle
- 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
- Proactively responds to sector strategies, social change agendas, national and local trends in physical activity participation and contemporary influences
- Embrace the community category, context, culture, codes, stakeholders and public sector duty to deliver effective coaching pedagogies and processes
- Profile participants to measure whole child/person development dimensions considering cognitive, social, emotional and physiological capabilities
- Profile participants motives, behavioural norms, psychomotor skills, technical and tactical awareness in community sport and physical activity contexts to enable goals to be agreed
- Plan targeted and accessible sessions that consider each participant’s unique motives, development needs, goals and seasonal plans
- Prepare for sessions by organising resources, conducting event risk assessment and ensures safe operating procedures in line with community organisation health and safety policy
- 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
- Evaluate sessions to monitor engagement, enrichment and whole child/person development dimensions to shape future plans as part of the continuous enquiry cycle
- 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
- Proactively responds to national trends in education standards, paradigm shifts, strategies and contemporary influences in school and physical education
- Embrace the school category, context, culture, codes, stakeholders, and statutory guidelines to deliver effective coaching pedagogies and processes
- Profile whole child development dimensions considering cognitive, social, emotional and physiological stages of development
- 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
- Plan safe, inclusive and effective sessions that consider each child’s unique development needs, educational targets and curriculum plans
- Prepare for sessions by organising resources, conducting event risk assessment and ensures safe operating procedures in line with school health and safety policy
- 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
- 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
- Measure and evaluates the impact of coaching practice on school standards by comparing children’s results against local and national benchmarks
Behaviours
- Advocate: acts as an ambassador for the organisation and sector both internally and externally
- Inspirational: leads by example, acts with integrity, builds trust and demonstrates respect for others
- Ethical: accepts responsibility and is committed to equality, diversity, human rights and safe practice
- Collaborative: demonstrates awareness of own and others’ working styles and collaborates to achieve positive outcomes
- Motivational: considers participants unique needs and tailors’ solutions to meet their unique needs
- Resilient: adapts when dealing with challenges by maintaining focus, self-control and is flexible to changing work environment and people demands
- Results orientated: influences change by soliciting and acting on feedback to deliver results
- 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
Examinations
3 stage assessment process
Assessment method 1: Work based project and presentation with questioning
• Fail
• Pass
Assessment method 2: Coaching Session Plan and Practical Observation with Questioning
• Fail
• Pass
Assessment method 3: Professional discussion underpinned by a portfolio
• Fail
• Pass
• Distinction
Performance in the EPA will determine the overall apprenticeship standard grade of:
• Fail
• Pass
• Distinction
Progression routes
Post-course, learners have advanced to Teaching Assistant Level 3, working in schools supporting physical education, or have undertaken University courses such as undergraduate teaching courses.
Successful completers will be able to advance into senior roles within the Sector – leading teams of people or specializing with certain populations, particular sports, or programs. On successful completion of this apprenticeship, the Community Sport and Health Officer will be eligible to become an Affiliate Member of the Chartered Institute for the Management of Sport and Physical Activity (CIMSPA).
Overview
Duration
- Training: 18 Months
- Gateway: 18 Month Point
- End Point Assessment: 3 Month
Total: 21 Months
Cohorts
Click on your desired start month to view planned teach dates:
Contact us to secure a place
Funding
- Levy – £9,000 deducted from your digital account
- Non-Levy – 95% Government funded, £450 employer contribution
Level of Apprenticeship
Level 4
Gateway
Upon completion of your training, you will need to pass through the Gateway to enter the End Point Assessment.
Gateway requirements:
- Maths & English (Level 2/Grade C/4 or equivalent)
All training will be provided for the above Gateway requirements, if not previously achieved. For exemption of these aims, we will require evidence of certification at enrolment.
Register your interest