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APPENDIX II: GAA CEP COACHING COMPETENCIES
FOUNDATION AWARD: COACHING COMPETENCIES
Module 1: Introduction - Learning Outcomes
1A
1B
2A
2B
2C
2D
3A
3B
4A
4B
4C
4D
5A
5B
5C
5D
Be able to identify the role of the Assistant Coach
Be able to identify the ‘How to Coach’ skills
Module 2: Skill Development - Learning Outcomes
Be able to identify the skills of Hurling/Gaelic Football
Be able to identify the 3 phases of learning for Skill Development
Be able to list the steps involved in coaching a skill
Be able to organise and oversee activities to practice 5 of the skills of
Hurling/Gaelic Football
Module 3: Movement in Gaelic Games
Be able to identify the different movement requirements of Gaelic games
Be able to organise activities to develop movement abilities
Module 4: Coaching Children/Youths/Adults
Be able to identify the issues and challenges of working with different playing
groups (Children/Youths/adults)
Be able to identify winning vs. development focussed coaching philosophy
Be able to identify how coaching styles and philosophies may vary when working
with different playing groups
Be able to identify how to create a safe positive learning environment for players
Module 5: Introduction to Gaelic Games
Be able to identify the 3 different types of games – Fun Games, Modified Games,
Full Games
Be able to identify key factors that can be altered to modify a game
Be able to organise a game appropriate to Children, Youths or Adults
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AWARD 1 (CHILD): COACHING COMPETENCIES
Module 1: Introduction
1A
1B
1C
1D
2A
2B
2C
3A
3B
3C
3D
4A
4B
4C
4D
5A
5B
5C
5D
5E
6A
6B
6C
6D
7A
Be registered on the course
Be able to identify the format and what is required of them to complete the Award
1
Be able to describe the rights of the Child in sport
Be able to identify the components of the OTú Model
Module 2: Communication
Be able to identify the 6 How to Coach Skills
Be able to describe methods of communication with Children
Be able to provide feedback that is accurate, relevant and positive
Module 3: Technical Proficiency
Be able to define Technical Proficiency
Be able to identify different types of activities that can be used to develop
Technical Proficiency
Demonstrate effective ‘How to Coach Skills’ through the organisation of
appropriate activities to develop Technical Proficiency
- Build Rapport
- Provide Demonstration
- Observe
- Analyse & Make Decisions
- Explain
- Generate & Provide Feedback
Be able to identify key variables that can be altered to increase or decrease the
difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS
Module 4: Tactical Prowess
Be able to define Tactical Prowess
Be able to identify different types of activities that can be used to develop Tactical
Prowess
Demonstrate effective ‘How to Coach Skills’ through the organisation of
appropriate activities to develop Tactical Prowess
Be able to identify key variables that can be altered to increase or decrease the
difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS
Module 5: Team Play
Be able to define Team Play
Be able to describe how Children learn and why Children play
Be able to identify the type of activities that can be used to develop Team Play
Demonstrate effective ‘How to Coach Skills’ through the organisation of
appropriate activities to develop Team Play
Be able to identify key variables that can be altered to increase or decrease the
difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS
Module 6: Physical Fitness/Physical Literacy
Be able to define Physical Fitness for Children playing Gaelic games
Be able to identify the ABC’s and RJT’s of Physical Literacy
Be able to describe the link between Physical Literacy and the movements of Gaelic
Football/Hurling
Be able to organise activities to develop Physical Literacy
Module 7: Playing Facts
Be able to define Playing Facts
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7B
7C
7D
8A
8B
9A
10A
10B
10C
10D
10E
10F
10G
Be able to identify the ideal player
Be able to identify playing facts (related to the ideal player) to be identified
Be able to use a skills challenge to monitor player development
Module 8: Psychological Focus
Be able to identify the reasons why children participate in Gaelic games
Be able to identify methods of ensuring that sessions and games are enjoyable and
challenging
Module 9: Rules & Lifestyle
Be able to identify issues surrounding the participation of children in
Hurling/Gaelic Football
Module 10: Role of the Coach
Be able to describe the typical Child player
Be able to identify the key roles, skills and qualities of a coach
Be able to identify how the Coach can interfere with children’s participation
Be able to describe some of the challenges that coaches face when coaching
children
Be able to identify the importance of planning coaching sessions in advance
Be able to outline the structure of a typical coaching session
Be able to identify components which can be altered to ensure that coaching
sessions are varied
GAA Coach Education Programme
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Appendix II
AWARD 1 (YOUTH): COACHING COMPETENCIES
Module 1: Introduction
1A
1B
1C
1D
2A
2B
2C
2D
3A
3B
3C
3D
4A
4B
4C
4D
4E
5A
5B
5C
5D
6A
6B
6C
Be registered on the course
Be able to identify the format and what is required of them to complete the Award
1
Be able to describe the rights of the Child in sport
Be able to identify the components of the OTú Model
Module 2: Communication
Be able to identify the 6 How to Coach Skills
Be able to describe the importance of listening in coaching
Be able to identify signs that players are/are not listening
Be able to provide feedback that is accurate, relevant and positive
Module 3: Technical Proficiency
Be able to define Technical Proficiency
Be able to identify different types of activities that can be used to develop
Technical Proficiency
Demonstrate effective ‘How to Coach Skills’ through the organisation of
appropriate activities to develop Technical Proficiency
- Build Rapport
- Provide Demonstration
- Observe
- Analyse & Make Decisions
- Explain
- Generate & Provide Feedback
Be able to identify key variables that can be altered to increase or decrease the
difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS
Module 4: Tactical Prowess
Be able to define Tactical Prowess
Be able to identify the options available to players in attack or defence
Be able to identify the options available to players on and off the ball
Demonstrate effective ‘How to Coach Skills’ through the organisation of
appropriate activities to develop Tactical Prowess
Be able to identify key variables that can be altered to increase or decrease the
difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS
Module 5: Team Play
Be able to define Team Play
Be able to identify the type of activities that can be used to develop Team Play
Demonstrate effective ‘How to Coach Skills’ through the organisation of
appropriate activities to develop Team Play
Be able to identify key variables that can be altered to increase or decrease the
difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS
Module 6: Physical Fitness/Physical Literacy
Be able to define Physical Fitness for playing Gaelic games
Be able to describe the difference between chronological and biological age
Be able to describe 5 of the components of Physical Fitness for Gaelic games
§ Speed
§ Stamina
§ Suppleness
§ Strength
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6D
6E
7A
7B
7C
7D
7E
7F
8A
8B
8C
8D
8E
8F
9A
10A
10B
10C
10D
10E
10F
§ Sleep
Be able to identify the best time to develop each component of Physical Fitness
for Youth players
Be able to organise activities to develop one of the components of Physical
Fitness
§ Speed
§ Stamina
Module 7: Playing Facts
Be able to define Playing Facts
Be able to identify Playing Facts to be measured
Be able to identify the advantages/disadvantages of Notational Analysis
Be able to transfer the knowledge gained from analysis of the Playing Facts and
implement a coaching session
Be able to describe the structure of the rules of Hurling/ Gaelic football
Be able to identify the role of the Coach and the Match Officials in ensuring the
proper playing of our Games
Module 8: Psychological Focus
Be able to define Psychological Focus for Gaelic games
Be able to describe the 5 C’s of Psychological Focus
- Confidence
- Competence
- Commitment
- Control
- Concentration
Be able to identify the reasons why Youth players participate in Gaelic games
Be able to identify methods of ensuring that sessions and games are enjoyable and
challenging
Be able to set goals for Players and Coaches
Be able to identify issues surrounding the participation of Youths in Hurling/Gaelic
Football
Module 9: Rules & Lifestyle
Be able to identify issues surrounding the participation of Youths in Hurling/Gaelic
Football
Module 10: Role of the Coach
Be able to identify the key roles, skills and qualities of a coach
Identify different styles of coaching and outline their own philosophy of coaching
Be able to identify key factors that relate to effective coaching
Be able to identify the importance of planning coaching sessions in advance
Be able to outline the structure of a typical coaching session
Be able to identify variables which can be altered to ensure that coaching sessions
are varied
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AWARD 1 (ADULT): COACHING COMPETENCIES
Module 1: Introduction
1A
1B
1C
2A
2B
2C
2D
3A
3B
3C
3D
4A
4B
4C
4D
4E
5A
5B
5C
5D
6A
6B
6C
Be registered on the course
Be able to identify the format and what is required of them to complete the Award
1
Be able to identify the components of the OTú Model
Module 2: Communication
Be able to identify the 6 How to Coach Skills
Be able to describe the importance of listening in coaching
Be able to identify signs that players are/are not listening
Be able to provide feedback that is accurate, relevant and positive
Module 3: Technical Proficiency
Be able to define Technical Proficiency
Be able to identify different types of activities that can be used to develop
Technical Proficiency
Demonstrate effective ‘How to Coach Skills’ through the organisation of
appropriate activities to develop Technical Proficiency
- Build Rapport
- Provide Demonstration
- Observe
- Analyse & Make Decisions
- Explain
- Generate & Provide Feedback
Be able to identify key variables that can be altered to increase or decrease the
difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS
Module 4: Tactical Prowess
Be able to define Tactical Prowess
Be able to identify the options available to players in attack or defence
Be able to identify the options available to players on and off the ball
Demonstrate effective ‘How to Coach Skills’ through the organisation of
appropriate activities to develop Tactical Prowess
Be able to identify key variables that can be altered to increase or decrease the
difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS
Module 5: Team Play
Be able to define Team Play
Be able to identify the type of activities that can be used to develop Team Play
Demonstrate effective ‘How to Coach Skills’ through the organisation of
appropriate activities to develop Team Play
Be able to identify key variables that can be altered to increase or decrease the
difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS
Module 6: Physical Fitness/Physical Literacy
Be able to define Physical Fitness for Gaelic games
Be able to describe the difference between chronological and biological age
Be able to describe 5 of the components of Physical Fitness for Gaelic games
§ Speed
§ Stamina
§ Suppleness
§ Strength
§ Sleep
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6D
6E
7A
7B
7C
7D
7E
7F
7G
8A
8B
8C
8D
8E
8F
9A
9B
9C
9D
9E
9F
Be able to identify the best time to develop each component of Physical Fitness
for Adult players
Be able to organise activities to develop one of the components of Physical
Fitness
§ Speed
§ Stamina
Module 7: Playing Facts/Rules & Lifestyle
Be able to define Playing Facts
Be able to identify Playing Facts to be measured
Be able to identify the advantages/disadvantages of Notational Analysis
Be able to transfer the knowledge gained from analysis of the Playing Facts and
implement a coaching session
Be able to describe the structure of the rules of Hurling/ Gaelic football
Be able to identify the role of the Coach and the Match Officials in ensuring the
proper playing of our Games
Be able to describe issues around maintaining discipline on the playing field and
respect for Match Officials
Module 8: Psychological Focus
Be able to define Psychological Focus for Gaelic games
Be able to describe the 5 C’s of Psychological Focus
- Confidence
- Competence
- Commitment
- Control
- Concentration
Be able to identify the reasons why Adult players participate in Gaelic games
Be able to identify methods of ensuring that sessions and games are enjoyable and
challenging
Be able to set goals for Players and Coaches
Be able to identify issues surrounding the participation of Adults in Hurling/Gaelic
Football
Module 9: Role of the Coach
Be able to identify the key roles, skills and qualities of a coach
Identify different styles of coaching and outline their own philosophy of coaching
Be able to identify key factors that relate to effective coaching
Be able to identify the importance of planning coaching sessions in advance
Be able to outline the structure of a typical coaching session
Be able to identify variables which can be altered to ensure that coaching sessions
are varied
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AWARD 2 (CHILD): COACHING COMPETENCIES
Module 1: Introduction
1A
1B
2A
2B
2C
2D
3A
3B
3C
3D
3E
4A
4B
4C
4D
5A
5B
5C
5D
6A
6B
6C
6D
6E
7A
7B
7C
7D
7E
8A
Be registered on the course
Be able to identify the format and what is required of them to complete the Award
2
Module 2: The OTú Model
Review the components of the OTú Model
Be able to perform a personal needs analysis of their coach development
requirements employing the OTú Model
Be able to perform a needs analysis of their own team employing the OTú Model
Be able to review the OTú model against their own coaching experiences and
competencies
Module 3: The Role of the Coach
Review the Award 1 Role of the Coach Material
Describe the expectations of themselves as an Award 2 coach within a Club, School
or County setting.
Identify the learning process and how this relates to both coaches and players.
Identify the components of the coaching process
Discuss the need for care of the coach
Module 4: Communication
Identify their own current strengths and weaknesses in relation to their
communication skills within coaching
Demonstrate effective Verbal and Non-Verbal Communication skills
Discuss the complex nature of Communication in Coaching
Provide appropriate feedback in a range of Coaching situations
Module 5: Technical Proficiency
Review the Award 1 Technical Proficiency material
Identify the skills involved in Scoring, Tackling and Evasion
Identify variables involved in the advanced performance of the skills involved in
Scoring, Tackling and Evasion
Coach to develop advanced technical proficiency
Module 6: Tactical Prowess
Review Award 1 Tactical Prowess material
Be able to identify the options available to players in attack or defence
Be able to identify the options available to players on and off the ball
Be able to identify the factors that influence the decision making process
Be able to design and coach activities to develop Tactical Prowess
Module 7: Team Play
Review Award 1 Team Play materials
Identify the key factors involved in and barriers to developing Team Play in
children's’ Gaelic games
Design activities that support the development of Team Play in the context of
children
Identify strategies to be employed to develop Team Cohesion
Coach to solve Team Play issues
Module 8: Physical Fitness/Physical Literacy
Revised the Award 1 Physical Literacy materials
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8B
8C
8D
9A
10A
10B
10C
10D
11A
11B
11C
11D
11E
11F
11G
12A
12B
12C
13A
13B
14A
14B
14C
- Agility, Balance and Coordination in GAA context
- Running, Jumping, Throwing in GAA context
- Catching, Passing, Kicking and Striking in GAA context
Developed a series of progressions within a session
Created a circuit for Physical Literacy development and linked this to components
of physical fitness.
Coach to develop Physical Literacy
Module 9: Planning & Periodisation
Develop a seasonal training programme
Module 10: Participation Feedback
Have reviewed Award 1 material re: Participant Feedback
Be able to conduct an analysis of a game/training session
Be able to identify how the gathered information can be used to inform future
coaching sessions.
Be able to implement the U Can Awards as a means of developing intrinsic
motivation
Module 11: Psychological Focus
Have reviewed Award 1 Psychological Focus material
Be able to differentiate between Ego and Mastery orientation in coaching
Be able to differentiate between the needs and characteristics of the different age
groups within the child stream
Have discussed strategies to create emotional safety and trust
Have discussed the effects of self-esteem on a child’s behaviour
Have identified a child’s needs at the different stages of childhood
Have discussed methods of managing behaviour across the different stages of
childhood
Module 12: Playing Rules
Review the Award 1 Playing Rules materials
Be able to identify Playing Rule modifications as per current policy
Be able to develop coaching sessions to educate players on the Playing Rules
Module 13: Lifestyle
Have discussed the typical Child in Gaelic games
Be able to identify ways of actively managing lifestyle issues
- Education
- Family Issues
- Active/Inactive Lifestyle
- Emotional Behaviour (Behaviour, Demeanour, Temperament, Independence)
- Multiple Team/Sport Involvement
Module 14: Conclusion
Review the aims of the Award 2 Course
Review the Coach self-assessment conducted earlier in the programme
Identify the next steps on the Coach Education Programme ladder
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Appendix II
AWARD 2 (YOUTH): COACHING COMPETENCIES
Module 1: Introduction
1A
1B
2A
2B
2C
2D
3A
3B
3C
3D
3E
4A
4B
4C
4D
5A
5B
5C
5D
6A
6B
6C
6D
6E
7A
7B
7C
7D
8A
8B
Be registered on the course
Be able to identify the format and what is required of them to complete the Award
2
Module 2: The OTú Model
Review the components of the OTú Model
Be able to perform a personal needs analysis of their coach development
requirements employing the OTú Model
Be able to perform a needs analysis of their own team employing the OTú Model
Be able to review the OTú model against their own coaching experiences and
competencies
Module 3: The Role of the Coach
Review the Award 1 Role of the Coach Material
Describe the expectations of themselves as an Award 2 coach within a Club, School
or County setting.
Identify the learning process and how this relates to both coaches and players.
Identify the components of the coaching process
Discuss the need for care of the coach
Module 4: Communication
Identify their own current strengths and weaknesses in relation to their
communication skills within coaching
Demonstrate effective Verbal and Non-Verbal Communication skills
Discuss the complex nature of Communication in Coaching
Provide appropriate feedback in a range of Coaching situations
Module 5: Technical Proficiency
Review the Award 1 Technical Proficiency material
Identify the skills involved in Scoring, Tackling and Evasion
Identify variables involved in the advanced performance of the skills involved in
Scoring, Tackling and Evasion
Coach to develop advanced technical proficiency
Module 6: Tactical Prowess
Review Award 1 Tactical Prowess material
Be able to identify the options available to players in attack or defence
Be able to identify the options available to players on and off the ball
Be able to identify the factors that influence the decision making process
Be able to design and coach activities to develop Tactical Prowess
Module 7: Team Play
Review Award 1 Team Play materials
Identify the key factors involved in and barriers to developing Team Play in Gaelic
games
Be able to identify different types of tactical ploys that have been used and
measures used to counteract these
Coach to solve Team Play issues
Module 8: Physical Fitness
Fitness requirement components within Gaelic games
How each component is developed
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8C
9A
9B
9C
9D
9E
10A
11A
11B
11C
11D
11E
11F
12A
12B
12C
12D
13A
13B
13C
14A
14B
14C
14D
14E
15A
15B
How each component is tested
Module 9: Nutrition & Hydration
Identify the role of Energy in Gaelic games
Differentiate between Carbohydrates, Proteins, Fats, Vitamins and Minerals
Distinguish between Pre Training/Game, During Training/Game and Post
Training/Game nutritional needs
Discuss the importance of hydration
Discuss ergogenic aids within Gaelic games
Module 10: Planning & Periodisation
Develop a seasonal training programme
Module 11: Participation Feedback
Have reviewed Award 1 material re: Participant Feedback
Be able to develop a Participant Feedback/Playing Facts tool
Be able to conduct an analysis of a game/training session
Be able to develop a team/group/individual Participant Feedback/Playing Facts
report
Be able to identify how the gathered information can be used to inform future
coaching sessions
Be able to identify commercially available Participant Feedback/Playing Facts
tools
Module 12: Psychological Focus
Have reviewed Award 1 Psychological Focus material
Be able to differentiate between Ego and Mastery orientation in coaching
Be able to explain the significance of the 5 C’s of Psychological Focus
- Confidence
- Competence
- Commitment
- Control
- Concentration
Be able to identify mental and physical signs that Players are prepared for games
Module 13: Playing Rules
Review the Award 1 Playing Rules materials
Be able to identify Playing Rule modifications as per current policy
Be able to develop coaching sessions to educate players on the Playing Rules
Module 14: Talent Identification
Explore the concept of Talent Identification in Gaelic Games and its relationship to
Schools of Excellence and Development Squads
Be able to identify a model for talent identification
Be able to identify key factors in relation to player performance
Be able to interpret information generated as a result of the Talent Identification
process
Be able to identify ‘coachability’ factors in players, and how coaches might develop
these
Module 15: Lifestyle
Have discussed the typical teenage player in Gaelic games
Be able to identify ways of actively managing lifestyle issues
- Education
- Work/Money
- Social Scene (Drink/Drugs)
- Emotional Behaviour (Behaviour, Demeanour, Temperament, Independence)
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16A
16B
16C
- Nutrition/ Health
- Multiple Team/Sport Involvement
Module 16: Conclusion
Review the aims of the Award 2 Course
Review the Coach self-assessment conducted earlier in the programme
Identify the next steps on the Coach Education Programme ladder
GAA Coach Education Programme
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Appendix II
AWARD 2 (ADULT): COACHING COMPETENCIES
Module 1: Introduction
1A
1B
2A
2B
2C
2D
3A
3B
3C
3D
3E
4A
4B
4C
4D
5A
5B
5C
5D
6A
6B
6C
6D
6E
7A
7B
7C
7D
Be registered on the course
Be able to identify the format and what is required of them to complete the Award
2
Module 2: The OTú Model
Review the components of the OTú Model
Be able to perform a personal needs analysis of their coach development
requirements employing the OTú Model
Be able to perform a needs analysis of their own team employing the OTú Model
Be able to review the OTú model against their own coaching experiences and
competencies
Module 3: The Role of the Coach
Review the Award 1 Role of the Coach Material
Describe the expectations of themselves as an Award 2 coach within a Club, School
or County setting.
Identify the learning process and how this relates to both coaches and players.
Identify the components of the coaching process
Discuss the need for care of the coach
Module 4: Communication
Identify their own current strengths and weaknesses in relation to their
communication skills within coaching
Demonstrate effective Verbal and Non-Verbal Communication skills
Discuss the complex nature of Communication in Coaching
Provide appropriate feedback in a range of Coaching situations
Module 5: Technical Proficiency
Review the Award 1 Technical Proficiency material
Identify the skills involved in Scoring, Tackling and Evasion
Identify variables involved in the advanced performance of the skills involved in
Scoring, Tackling and Evasion
Coach to develop advanced technical proficiency
Module 6: Tactical Prowess
Review Award 1 Tactical Prowess material
Be able to identify the options available to players in attack or defence
Be able to identify the options available to players on and off the ball
Be able to identify the factors that influence the decision making process
Be able to design and coach activities to develop Tactical Prowess
Module 7: Team Play
Review Award 1 Team Play materials
Identify the key factors involved in and barriers to developing Team Play in Gaelic
games
Be able to identify different types of tactical ploys that have been used and
measures used to counteract these
Coach to solve Team Play issues
Module 8: Physical Fitness
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8A
8B
8C
8D
9A
9B
9C
9D
9E
10A
11A
11B
11C
11D
11E
11F
12A
12B
12C
12D
13A
13B
13C
14A
14B
14C
14D
14E
15A
15B
Fitness requirement components within Gaelic games
How each component is developed
How each component is tested
Coach to develop a component of Physical Fitness with and/or without the ball
Module 9: Nutrition & Hydration
Identify the role of Energy in Gaelic games
Differentiate between Carbohydrates, Proteins, Fats, Vitamins and Minerals
Distinguish between Pre Training/Game, During Training/Game and Post
Training/Game nutritional needs
Discuss the importance of hydration
Discuss ergogenic aids within Gaelic games
Module 10: Planning & Periodisation
Develop a seasonal training programme
Module 11: Participation Feedback
Have reviewed Award 1 material re: Participant Feedback
Be able to develop a Participant Feedback/Playing Facts tool
Be able to conduct an analysis of a game/training session
Be able to develop a team/group/individual Participant Feedback/Playing Facts
report
Be able to identify how the gathered information can be used to inform future
coaching sessions
Be able to identify commercially available Participant Feedback/Playing Facts
tools
Module 12: Psychological Focus
Have reviewed Award 1 Psychological Focus material
Be able to differentiate between Ego and Mastery orientation in coaching
Be able to explain the significance of the 5 C’s of Psychological Focus
- Confidence
- Competence
- Commitment
- Control
- Concentration
Be able to identify mental and physical signs that Players are prepared for games
Module 13: Playing Rules
Review the Award 1 Playing Rules materials
Be able to identify Playing Rule modifications as per current policy
Be able to develop coaching sessions to educate players on the Playing Rules
Module 14: Talent Identification
Explore the concept of Talent Identification in Gaelic Games and its relationship to
Schools of Excellence and Development Squads
Be able to identify a model for talent identification
Be able to identify key factors in relation to player performance
Be able to interpret information generated as a result of the Talent Identification
process
Be able to identify ‘coachability’ factors in players, and how coaches might develop
these
Module 15: Lifestyle
Have discussed the typical teenage player in Gaelic games
Be able to identify ways of actively managing lifestyle issues
- Education
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16A
16B
16C
- Work/Money
- Social Scene (Drink/Drugs)
- Emotional Behaviour (Behaviour, Demeanour, Temperament, Independence)
- Nutrition/ Health
- Multiple Team/Sport Involvement
Module 16: Conclusion
Review the aims of the Award 2 Course
Review the Coach self-assessment conducted earlier in the programme
Identify the next steps on the Coach Education Programme ladder