1st4sport Qualifications
the awarding body for active learning and leisure
Developed in Partnership
with FA Learning
1st4sport Level 1 Award in
Coaching Football (QCF)
Tutor/
Assessor/Verifier Guidance
Part One
A Summary of the Qualification including
Learning and Assessment Guidance
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
© Coachwise Ltd, 2010
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.
Developing and awarding qualifications for the active learning and leisure industry
1st4sport Qualifications
Coachwise Ltd
Chelsea Close
Off Amberley Road
Armley
Leeds LS12 4HP
Tel: 0113-290 7610
Fax: 0113-231 9606
Email: footballcoaching@1st4sportqualifications.com
Website: www.1st4sportqualifications.com
The Ofqual-recognised awarding body 1st4sport Qualifications is a 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.
Developed in partnership with FA Learning
The Football Association
Wembley Stadium
Wembley
Middlesex HA9 0WS
Tel: 020-7745 4545
Website: www.TheFA.com/FALearning
Post: The Football Association
Wembley Stadium
PO Box 1966
London SW1P 9EQ
National/Qualification Accreditation Number: 501/1628/9
Version: TD 030910
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Contents
Page
Introduction to 1st4sport Qualifications
1
Introduction to the Qualification
4
Qualification Aim and Learning Outcomes
7
Qualification Delivery Format
8
Summary Assessment Specification
9
Criteria for Tutors, Assessors, Verifiers, Facilities and Resources
10
The Sector Skills Council for Active Leisure, Learning and Wellbeing
12
National Occupational Standards and QCF qualifications
13
Level 1 Practical Syllabus
14
Unit Specification for Unit 101
15
Unit Specification for Unit 102
16
Unit Specification for Unit 103
18
Unit Specification for Unit 104
19
Unit Specification for Unit 105
20
Unit Specification for Unit 106
21
Unit Specification for Unit 107
22
Recommended Outline Learning Programme
23
Recommended Reading
27
Guidance on Reasonable Adjustments to Assessment
28
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Tutor Notes:
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Introduction to 1st4sport Qualifications
Welcome to the guidance pack for the 1st4sport Level 1 Award in Coaching Football (QCF).
The 1st4sport Level 1 Award in Coaching Football (L1ACFQ) is awarded by 1st4sport
Qualifications and has been developed in partnership with FA Learning the education arm of
The Football Association. It is one of a number of coaching qualifications awarded by
1st4sport Qualifications.
1st4sport Qualifications is an awarding body recognised and regulated by the Office of the
Qualifications and Examinations Regulator (Ofqual) and created with the aim of offering
vocational qualifications in areas of sport, recreation and allied occupations. We work in
partnership with a variety of organisations to develop qualifications. We are developing a
catalogue of qualifications to include vocational qualifications from the following sectors:
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coaching
officiating
sports therapy
sports development
education and training
sports science
facility operations
spectator control
outdoor education
volunteer management.
The Ofqual-recognised awarding body 1st4sport Qualifications is a 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.
1st4sport Qualifications Mission Statement
To provide the sport and recreation industry with a quality-assured and
cost-effective qualification awarding service.
It is our aim to keep the costs of awarding qualifications as low as possible. We appreciate
that many of our customers involved in the sector will be offering their skills on a voluntary
basis. However, we must balance economy with our stated aim to offer a quality assured
service, where possible and appropriate, matching the criteria of, and gaining accreditation
on to, the government’s Qualifications and Credit Framework (QCF).
In an effort to reduce the costs of 1st4sport Qualifications we aim to utilise electronic
means of communication wherever possible. 1st4sport Qualification’s website
(www.1st4sportqualifications.com)
or
e-mail
(enquiries@1st4sportqualifications.com)
should be the first port of call for organisations or individuals looking for information. For
those without access to the Internet, other formats are available, please contact:
Post: 1st4sport Qualifications
Coachwise Ltd
Chelsea Close
Off Amberley Road
Armley
Leeds LS12 4HP
Tel:
0113-290 7610
Fax: 0113-231 9606
1
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
The full list of qualifications available from 1st4sport Qualifications is available on request.
The status of qualifications offered by 1st4sport Qualifications on Schedule 96 and/or
Schedule 97 of the Learning and Skills Act 2000 and the Qualifications and Credit
Framework (QCF) may vary. All efforts will be made to communicate changes in the status
of qualifications via the appropriate media.
The websites of the National Database of Accredited Qualifications, The Department for
Business Innovation and Skills (BIS), Department for Education, Ofqual and the
Qualifications and Curriculum Development Agency (QCDA) may also provide information:
www.accreditedqualifications.org.uk
www.bis.gov.uk
www.education.gov.uk
www.ofqual.org.uk
www.qcda.gov.uk/
Information on issues pertinent to the sport and recreation sector and, in particular, the
National Occupational Standards are available from SkillsActive:
SkillsActive
The Sector Skills Council for Active Leisure, Learning and Well-being
6th Floor
Castlewood House
77–91 New Oxford Street
London WC1A 1PP
Tel: 020-7632 2000
Website: www.skillsactive.com
Email: skills@skillsactive.com
Contacting The Football Association and FA Learning
Post to:
Tel:
The Football Association, Wembley Stadium, PO Box 1966,
London SW1P 9EQ
0844-980 8200
Website:
www.TheFA.com/FALearning
Information on the UK Coaching Certificate
Email:
Website:
coaching@sportscoachuk.org
www.sportscoachuk.org
Product Reference: L1ACFQ 3.4a
2
1st4sport Qualifications
the awarding body for active learning and leisure
This Document
This document aims to provide an outline of the qualification for Tutors, assessors and
verifiers of the L1ACFQ. The guidance should be read in conjunction with the Learner Pack
(Product Ref: L1ACFQ 3.4) for the qualification and may be augmented by additional
technical guidance from FA Learning. This Pack has been updated in January 2010 to
reflect technical changes to the qualification made at that time.
We would recommend that you read this and associated documents fully and become
familiar with the requirements of the qualification and its individual units prior to the
registration of learners. Additional guidance is available from the 1st4sport Qualifications
email helpline: footballcoaching@1st4sportqualifications.com
Additional Guidance and Reference Material
This document is supported by a variety of other documents that are particularly important
for the Tutor/assessor/verifier – some of which will be provided to the learner and may
need to be explained. This qualification is supported by a variety of administrative and
quality-assurance documentation that will be provided to those organising the delivery of
the qualification – the approved centre. The most important of these is the 1st4sport
Qualifications Approved Centre Handbook, the requirements of which all centres should be
familiar with.
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1st4sport Qualifications
the awarding body for active learning and leisure
Introduction to the Qualification
This document has been developed for Tutors, assessors and verifiers as a summary of the
qualification, providing information on what must be delivered and assessed for learners to
achieve the qualification.
Qualification Title
1st4sport Level 1 Award in Coaching Football (QCF)
Abbreviation
L1ACFQ
The 1st4sport Level 1 Award in Coaching Football (L1ACF) is awarded by 1st4sport
Qualifications has been developed in partnership with FA Learning, the education arm of
The Football Association (The FA) and is one of a number of coaching qualifications awarded
by 1st4sport Qualifications. This qualification is solely administered and awarded by
1st4sport Qualifications as the recognised awarding body. The FA, as the national governing
body for football in England, is committed to providing services to the sport.
Qualification Title
Title
1st4sport Level 1 Award in Coaching Football
(QCF) (L1ACFQ)
Accreditation
No.
Level
Credit
501/1628/9
1
7
Unit Information
Title
101
102
103
104
105
Understanding the
fundamentals of coaching sport
Understanding the principles of
planning coaching activities in
sport
Understanding the principles of
conducting coaching activities
in sport
Understanding the principles of
evaluating coaching activities
in sport
Planning football coaching
activities
Accreditation
No.
Level
GLHs
Credit
D/601/3531
1
6
1
H/601/3532
1
10
1
K/601/3533
1
10
1
M/601/3534
1
7
1
F/602/4988
1
4
1
106
Conducting football coaching
activities
J/602/4989
1
5
1
107
Evaluating football coaching
activities
A/602/4990
1
3
1
This qualification is accredited onto the Qualifications and Credit Framework (QCF) and as
such, on completion, will give learners credit which may be used towards other similar
qualifications. When learners have completed the qualification, or units of it, their QCF
achievements will be uploaded by 1st4sport to the Personal Learner Record (PLR) service.
The PLR is operated by the Skills Funding Agency for learners engaged within the QCF. The
Product Reference: L1ACFQ 3.4a
4
1st4sport Qualifications
the awarding body for active learning and leisure
Skills Funding Agency offers this PLR Service which stores information on the QCF units and
qualifications people have completed. The PLR will be a lifelong record of learners’ learning
and qualifications, which will be accessible to them and to organisations where they have
permitted viewing.
The knowledge gained will enable learners to develop a basic understanding of safe, ethical
and effective football coaching. The qualification may be used to generate evidence for a
Level 1 NVQ Award in Sport and Active Leisure (QCF) or other vocational football coaching
qualification. The qualification is a component of The FA’s UKCC-endorsed coach education
programme.
The L1ACF contributes to the provision of the underpinning knowledge and understanding of
the Level 1 National Occupational Standards (NOS) for Sport and Active Leisure. The NOS
have been developed by people from the industry with a vast range of knowledge and
experience. The standards provide a benchmark of good practice.
Recommended Learning Hours
When all seven units are delivered and assessed in totally, a minimum of 35 learning hours
(NLHs) of which 30 are guided learning hours are recommended to complete the delivery,
the directed learner activities, internal and final assessment of the qualification.
These hours are likely to be composed of a minimum of:
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induction = 3 hour
course of training and assessment = 15 hours
achievement of pre-requisites = 6 hrs
home study and directed activities = 5 hours
a final assessment of learners’ practical coaching and knowledge = 6 hours.
In circumstances where learners have additional learning needs, the approved centre may
need to offer additional time to the learner, to support them in the achievement of this
qualification.
Recognition of Prior Learning (RPL)
The units 101 – 104 are generic coaching knowledge units which learners may have
achieved through completion of other qualifications that contain those units, such as the
1st4sport Level 1 Award in the Principles of Coaching Sport (QCF), Qualification
Accreditation Number: 500/9004/5, or similar qualifications from other awarding bodies.
Recognised centres have a responsibility to review learners’ prior achievements and if the
learning is considered to be current (have occurred within the last 12 months) and the
learner is able to apply the knowledge gained through achievement of the units in the
context of coaching football.
Accreditation Dates and Learner Registration Period
Qualification Accreditation Start Date:
01/09/2010
Qualification Accreditation End Date:
28/02/2015
Qualification Certification End Date:
28/02/2016
The learner registration period for this qualification is one year. Learners are required to
successfully complete their programme of learning and assessment, and a certificate applied
for within that period. Learners who are disadvantaged or were unable to attend their
assessment due to emotional/physical difficulties or adverse circumstances may apply to
extend their registration period via the 1st4sport special consideration process.
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Recommended Tutor/Assessor:Learner Ratio
To ensure the appropriate support for, and monitoring of, learners during practical sessions
the delivery and assessment of the qualification is recommended to operate at a ratio of
one appropriately qualified tutor or assessor to a maximum of 24 learners.
Delivery Format
The whole qualification, incorporating this pathway unit, is designed to be delivered via a
mixture of tutor-delivered theoretical and practical sessions and home study. The
qualification places appropriate emphasis on the practical aspects of the role of the coach.
Achievement of the qualification is normally via the combination of the following phases:
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completion of an induction process that will provide learners with an introduction to the
qualification and guidance on meeting the pre-requisites of the qualification, if required.
In addition, learners will receive support and guidance on accessing learning resources
that support the development of their knowledge
a programme of training, during which learners will be provided with the predominantly
practical and technical information required to enable them to fulfil the role. They will
undertake at least one assessment of their coaching of Football
achievement of knowledge via a structured programme of learning and/or home study
and/or distance learning modules
an final assessment of their practical coaching and an aspect of the knowledge and
understanding of the outcomes of the qualification.
At the conclusion of the programme of training and assessment all learners will be actionplanned for their further development.
Qualification Prerequisites
Prior to certification, learners are required to:
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be at least 16 years of age
hold as a minimum a current Emergency Aid Certificate
have attended The FA Workshop Safeguarding Children in Football (Learners under the
age of 18 years are eligible to complete The FA Child Protection Distance Learning
Module ‘Safeguarding Children in Football – A Guide’ as an alternative to the workshop).
For those with proven experience and knowledge in this area, Accreditation of Prior
Learning (APL) may be offered.
The above prerequisites, for those who do not already hold the appropriate evidence, will
normally be provided by recognised centres as part of the learning programme.
Reassessment Procedures
Learners who are unsuccessful in any aspect of assessment – theoretical or practical – may
be offered a maximum of two opportunities to re-sit the appropriate portion of the
assessment within their one-year period of registration with 1st4sport Qualifications.
Learners should be aware that recognised centres may levy additional charges for
conducting reassessments.
Product Reference: L1ACFQ 3.4a
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1st4sport Qualifications
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Qualification Aim and Learning Outcomes
Aim
To provide learners with an introduction to offering the principles/practice of safe, ethical
and effective management and coaching of football to adults and young people, as an
assistant normally under the supervision of a Level 2 qualified coach. This certificate offers
an opportunity for aspiring football coaches to be supported in developing their knowledge
of how to effectively coach a local club or school team.
Learning Outcomes
On successful completion of the L1ACF, learners should be able to:
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Know how to establish and maintain an effective, fair and equitable coaching
environment
Understand the principles of coaching
Know how to establish and maintain a safe coaching environment
Understand how to plan coaching activities
Understand how to plan for a safe coaching environment
Understand how to prepare facilities and equipment for coaching activities
Understand how to prepare participants for coaching activities
Understand how to conduct planned coaching activities
Understand how to support participant(s)’ behaviour and performance
Understand how to conclude coaching activities
Understand how to evaluate coaching activities
Understand how to develop own coaching practice
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Plan football coaching activities
Plan for a safe environment
Prepare facilities and equipment for football coaching activities
Conduct planned football coaching activities
Support player(s)’ behaviour and performance
Conclude football coaching activities
Evaluate football coaching activities
Develop own coaching practice.
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Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Qualification Delivery Format
The 1st4sport Level 1 Award in Coaching Football (QCF) comprises seven units of
assessment (see Figure 1 below), of which four are generic knowledge-specific units (101 –
104) and three football coaching-specific units (105 – 107) during which learners are
required to show that they can plan and deliver coaching activity sessions which meet the
requirements of the Level 1 Football Practical Syllabus. Learners who already hold the four
generic units may be able to apply for Recognition of Prior Learning (RPL), at the discretion
of their recognised centre/assessor. To qualify for the 1st4sport Level 1 Award in Coaching
Football (QCF), learners must successfully complete/have credit for all seven units.
1st4sport Level 1 Award in Coaching Football (QCF)
Unit 101
Unit 102
Understanding the fundamentals of
coaching sport
Principles of planning coaching activities
in sport
Unit 104
Unit 103
Principles of evaluating coaching
activities in sport
Principles of conducting coaching
activities in sport
Unit 105
Unit 106
Planning football coaching activities
Conducting football coaching activities
Unit 107
Evaluating football coaching
activities
Figure 1: Structure of the 1st4sport Level 1 Award in Coaching Football (QCF)
Achievement of the qualification is normally via the combination of the following phases:
ƒ Completion of an induction process that will provide learners with an introduction to the
qualification and assistance in meeting the prerequisites of the qualification, if required.
In addition, learners will receive support and guidance on accessing learning resources
that support the development of their knowledge.
ƒ A programme of training, during which learners will be provided with predominantly
practical and technical information enabling them to fulfil the role. Learners will
undertake at least one initial assessment of their coaching of a football activity session
on which they will receive feedback.
ƒ Learners will also receive a structured programme of learning and/or home study
and/or distance learning modules to provide them with the required knowledge.
ƒ Learners will then be finally assessed by an appropriately qualified assessor observing
them coach a football activity session.
Fees
The learner registration and certification fee for the 1st4sport L1ACF is available from
1st4sport Qualifications on request. The learner registration and certification fee is per
learner and provides registration and certification for the qualification, a Learner Pack,
appropriate learning and assessment materials and a certificate.
Product Reference: L1ACFQ 3.4a
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Progression
When successful, learners are eligible to seek paid or voluntary employment in appropriate
football coaching roles. Opportunities may include coaching in grassroots club and school
environments. Learners should look to develop their learning and knowledge of football
coaching by working with other more experienced coaches. Holders of this qualification may
wish to gather further evidence to achieve a Level 1 NVQ Award Sport and Active Leisure
(QCF). An NVQ or individual units of the national standards can only be achieved via an
organisation/college approved to offer the NVQ and/or appropriate units. Achievement will
require learners to demonstrate their competence in fulfilling all the performance criteria
and range of the national standards, in the workplace, over a period of time. In addition,
after an appropriate period of practice as a Level 1 coach, learners may choose to follow a
programme of training and assessment for the Level 2 Certificate in Coaching Football
(QCF) or any of the following:
1st4sport Level 2 Award in Coaching Principles
FA Youth Award
1st4sport Level 2 Certificate in Event and Match Day Stewards
1st4sport Level 2 Certificate in Coordinating Sports Volunteers.
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All qualified coaches are encouraged to become members of The FA Coaches Association to
take advantage of the available professional and educational services. In addition, learners
may wish to progress their knowledge of coaching methods and practices in a specific area
of interest and undertake workshops and/or alternative learning opportunities offered by
other relevant organisations, such as sports coach UK.
Summary Assessment Specification
The assessment methods for this qualification include knowledge tests, tasks relating to
coaching football and observation of learners’ practical coaching. The learner’s FA Tutor will
help them understand how to complete the Learner Pack, the different sorts of evidence
that are appropriate and acceptable and what the programme of assessment will be.
Learners should be thoroughly briefed on the assessment criteria and procedures for the
qualification. To achieve the qualification, learners are required to have, in summary,
assessed evidence of:
Summary of Assessment
The learner must be have:
1
an appropriate understanding of the Level 1 knowledge units and the specific
technical knowledge underpinning the coaching of football at this level, which will be
assessed via performance, simulation, tasks and assignments
2
collected the information needed to plan activities for a minimum of two types of
players (including type, ability and specific needs)
3
produced pre-prepared or personal plans for a minimum of two coaching activities
from different football coaching sessions drawn from the Level 1 Football Practical
syllabus. The planned activities must be of a minimum of 15 minutes in duration
4
have been observed coaching a minimum of one of the planned sessions by an
appropriately qualified assessor
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produce an evaluation for all coaching sessions, one of the sessions evaluated must
be observed being coached by an appropriately qualified assessor.
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1st4sport Qualifications
the awarding body for active learning and leisure
Criteria for Tutors, Assessors, Verifiers, Facilities and Resources
This guidance supports and augments the generic 1st4sport Qualifications criteria for tutors,
assessors and verifiers to be found in the 1st4sport Recognised Centre Requirements. The
1st4sport generic criteria are augmented by the requirements of this qualification to be
found below.
Criteria for Tutors and Assessors
It is acknowledged that for the 1st4sport Level 1 Award in Coaching Football the same
person or two different people may fulfil the roles of tutor and assessor. The centre’s
external verifier will ensure that all persons providing training or assessment for the
qualification are current against the qualification-specific criteria below.
To delivers or assess the L1ACF, individuals must hold a current FA Level 1 Tutor Licence
(or home nation equivalent), which requires the holder to:
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hold a Level 3 Certificate in Coaching Football (UEFA B Coaching Award)
be a current member of the FA Coaches’ Association
have successfully complete the FA Generic Tutor Training programme
attend an appropriate induction/training/mentoring programme to ensure familiarity
with the delivery and assessment requirements of the L1ACF
have been successfully co-tutoring/be mentoring on the delivery and assessment of the
L1ACF.
Criteria for Internal Verifiers
Internal verifiers for the 1st4sport Level 1 Award in Coaching Football (QCF) must meet the
generic 1st4sport Qualifications criteria for internal verifiers and must hold a current FA
Level 1 Tutor Licence or home nation equivalent.
Criteria for External Verifiers
This guidance supports and augments the generic 1st4sport Qualifications criteria for
external verifiers to be found in the 1st4sport Supply of Services Agreement and Recognised
Centre Handbook.
External Verifiers for the 1st4sport Level 1 Award in Coaching Football will be employed by
1st4sport Qualifications and hold a minimum of the FA Level 2 Tutor Licence or home nation
equivalent.
Facilities/Resources
This guidance supports and augments the generic criteria for facilities/resources of
1st4sport Qualifications to be found in the 1st4sport Recognised Centre Requirements and
the Recognised Centres Handbook. Any training or assessment site must meet the
requirements of accepted safe practice in the sport, detailed in the relevant publications.
Training and/or assessment sites must include areas that have the following features and
lists of equipment that follows.
Training and/or assessment sites must include a playing area that is:
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recommended minimum size 30 yards x 20 yards
an appropriate playing surface eg: grass, Astroturf or RedGra
goals – appropriate sized (BSI approved) – goals to meet the participants’ requirements
and size of playing area
Product Reference: L1ACFQ 3.4a
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1st4sport Qualifications
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conditions – assessment should only take place in environmental conditions in which the
level of light and temperature are appropriate to the participants’ and learners’ needs
footballs – association footballs appropriate to the needs of the participants
the area surrounding the playing area should be safe and free of obstructions.
Safety considerations
Recognised Centres’ and learners’ attention is drawn to the FA Guide on Goalpost Safety
included in The FA Grassroots Club Administration handbook.
1st4sport Recognised Centres are encouraged to ensure that all learners and persons being
coached wear appropriate sports apparel including correct footwear for the playing surface
and shin guards covered by socks.
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Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
The Sector Skills Council for Active
Leisure, Learning and Well-being
The Sector Skills Council for Active Leisure, Learning and Well-being – SkillsActive – has
developed a qualification map to guide the development of qualifications that meet
employers’ needs.
Technical Football Content
Level 1
National Standards
Level 2
National Standards
Figure 2 shows a portion of the map relevant to Level 1 qualifications and illustrates where
the L1ACF sits.
1st4sport Level 2 Diploma in Coaching
Football (QCF)
1st4sport Level 2 Certificate in Coaching
Football (QCF)
1st4sport Level 1 NVQ Award in Sport and Active
Leisure (QCF)
1st4sport Level 1 Award in Coaching
Football (QCF)
Figure 2: Sport and Recreation Sector Map
The 1st4sport Level 1 Award in Coaching Football (QCF) is a qualification accredited onto
the Qualifications and Credit Framework. This qualification has been designed to provide
learners with opportunities for development in an occupational area and provide a broad
foundation leading to employment and/or further study.
Further information on the work of SkillsActive, the sector map or the full range of National
Occupational Standards for the industry may be found by contacting:
SkillsActive
The Sector Skills Council for Active Leisure, Learning and Well-being
6th Floor
Castlewood House
77–91 New Oxford Street
London WC1A 1DG
Tel: 020-7632 2000
Email: skills@skillsactive.com
Website: www.skillsactive.com
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1st4sport Qualifications
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National Occupational Standards and QCF qualifications
The Level 1 National Occupational Standards (NOS) for Sport and Active Leisure are
composed of three mandatory units and a choice of two pairs of optional units.
Mandatory Units:
C11 Help to provide equipment for activities
C35 Deal with accidents and emergencies
D15
Help give good levels of service to participants and customers
Optional pair A – Recreation Assistant role
C21
Help to maintain facility areas
C260 Help maintain activity equipment
Optional pair B – Coaching/Activity Leadership role
D41 Help to plan and prepare a session
D42 Lead an activity within a session.
To achieve a Level 1 NVQ Award in Sport and Active Leisure, learners are required to
generate evidence in all the mandatory units and one of the pairs of optional units. If
progressing from the 1st4sport Level 1 Award in Coaching Football learners would be
encouraged to complete the mandatory units and the Coaching/Activity Leadership pair of
optional units. This evidence may be gathered in the context of football, utilising the basic
skills and techniques required at Level 1.
The Level 1 NOS units are used as the basis of the units of the 1st4sport Level 1 Award in
Coaching Football. Within the QCF the qualification titles: Award, Certificate and Diploma
are used to indicate the size, amount of time it would normally take, from scratch, to
complete a qualification.
This size is measured in learning time, which includes the hours a learner might need to
prepare to attend a course, the course and assessment time and any preparation or
additional work (such as logged coaching) they would need to complete. These hours are
converted into a ‘currency’ which is called credit. Ten hours of learning time = 1 credit.
Please see below how the range of credits is applied to each size qualification. This is
designed to help learners understand the size of a particular qualification that they aspire to
study. The examples below relate to the full breadth of qualifications available at level 2,
there are no QCF Level 1 Certificates or Diplomas in coaching.
A Level 2 Award in the Principles of Coaching, is a small qualification (1 – 12 credits) which
includes only knowledge units and does not qualify someone to coach a particular sport.
A Level 2 Certificate in Coaching Football, is a larger (13 – 36 credits) sport-specific
qualification which includes both knowledge units and practical coaching units in a particular
sport, such as football. This qualification will be the minimum industry standard to coach a
particular sport without supervision.
A Level 2 Diploma in Coaching Football, would be larger again (>36 credits) and a sportspecific qualification which includes both knowledge units and practical coaching units in a
particular sport, such as football. This qualification assesses the coach coaching a broader
range of football techniques, a broader range of players and is assessed in the coach’s
workplace over a period of time. Diplomas are most appropriate for those already holding a
Level 2 Certificate and being employed in a football coaching role.
13
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Level 1 Practical Syllabus
This Practical Syllabus should be read in conjunction with the Unit Specifications of the
1st4sport Level 1 Award in Coaching Football. To achieve the Level 1 Award in Coaching
Football (QCF), learners will be required to demonstrate an understanding and application
of coaching the following football techniques in an appropriate environment.
Age Groups
Syllabus Components
ƒ
ƒ
ƒ
Coaching Players
Under 8 Years
Appropriate warm-up/cool-down
Mini Soccer (5v5)
Key techniques, including:
– running with the ball
– turning
– dribbling
– shooting
– passing and control
– goalkeeping
– ball control
ƒ
ƒ
ƒ
Coaching Players
Under 10 Years
Coaching Players
Over 10 Years
Product Reference: L1ACFQ 3.4a
Appropriate warm-up/cool-down
Mini Soccer (7v7)
An introduction to game understanding in attack and
defence
ƒ Key techniques and skills including:
– running with the ball
– turning
– dribbling
– shooting
– passing and control
– goalkeeping
– ball control
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Appropriate warm-up/cool-down
Small-sided/appropriate games
Game understanding in attack
Game understanding in defence
Combination play (eg 1v1, 2v1, 2v3)
Key techniques and skills including:
– running with the ball
– turning
– dribbling
– shooting
– heading
– passing and control
– goalkeeping
– ball control
14
1st4sport Qualifications
the awarding body for active learning and leisure
Unit Specifications
Unit 101 – Understanding the fundamentals of coaching sport
This unit assesses the coach’s understanding of their role and the fundamentals of coaching.
Unit 101 – Understanding the fundamentals of coaching sport
Learning outcomes
The learner will:
1. Know how to
establish and
maintain an
effective, fair and
equitable coaching
environment
2. Understand the
principles of
coaching
3. Know how to
establish and
maintain a safe
coaching
environment
Assessment criteria
The learner can:
1.1 Outline why it is important to communicate clearly with
participant(s) and colleagues
1.2 Outline what might happen if communication is not clear
1.3 Outline why equality and diversity are important in working
with participant(s) and colleagues
1.4 State how to treat people equally and respect their
individuality
1.5 Identify how to dress and present self at work
1.6 Identify examples of positive behaviour when coaching
participant(s)
1.7 Outline why dress, appearance and behaviour are important at
work
2.1 Outline why teamwork is important in providing good levels of
service
2.2 Outline why it is important to always try to improve own work
2.3 Outline why feedback from colleagues and participant(s) is
important
2.4 Identify how to use feedback from colleagues and
participant(s) to improve own work
3.1 Outline why safeguarding children and vulnerable people is
important
3.2 Identify the procedures to follow for safeguarding children and
vulnerable people
3.3 Describe the values or codes of practice relevant to own work
3.4 Explain the importance of dealing with accidents and
emergencies promptly, calmly and correctly
3.5 Identify the types of injuries and illnesses that may occur in
own area of work
Assessment Specification
This unit will be assessed through awarding body developed knowledge tests, tasks,
assignments or practical delivery.
15
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Unit 102 – Understanding the principles of planning coaching activities in
sport
This unit assesses the coach’s understanding of how to plan and prepare activities within
coaching sessions.
Unit 102 – Understanding the principles of planning coaching activities in
sport
Learning outcomes
The learner will:
1. Understand how
to plan coaching
activities
2. Understand how
to plan for a safe
coaching
environment
3. Understand how
to prepare
facilities and
equipment for
coaching activities
Assessment criteria
The learner can:
1.1 Outline why it is important to plan and prepare for coaching
sessions
1.2 Describe how to identify who has responsibility for different
aspects of sessions
1.3 Outline why it is important to work closely with the person
with overall responsibility for sessions
1.4 Identify the types of information needed to plan an activity
within sessions
1.5 Outline the types of information that may be confidential
1.6 Outline how to deal with confidential information
1.7 Outline why it is important to use evaluations of other
activities when planning new activities
1.8 Outline why it is important to make sure the planned activities
meet the overall aims of the sessions
2.1 State why health, safety, cleanliness and tidiness are
important in a coaching facility
2.2 Identify the procedures which must be followed for checking
coaching facility areas and dealing with any problems found
2.3 Outline the types of problems which may be found in a
coaching facility area
2.4 Outline the types of problems allowed to be dealt with by self
2.5 Describe the types of problems which should not be dealt with
by self
2.6 Indicate who problems should be reported to
2.7 Outline health and safety requirements that cover own area of
responsibility
3.1 Identify the types of equipment which might be used in
coaching sessions
3.2 Outline the main health and safety requirements for different
items of coaching equipment
3.3 Outline safe manual lifting and handling procedures
3.4 Describe why safe manual lifting and handling procedures are
important
3.5 Identify the types of faults and/or hazards which may occur
with coaching equipment
3.6 Outline how to identify and report problems with coaching
equipment
3.7 Identify correct ways of setting up a range of coaching
equipment
3.8 Outline why it is important to check with a more senior
colleague that coaching equipment has been set up correctly
Product Reference: L1ACFQ 3.4a
16
1st4sport Qualifications
the awarding body for active learning and leisure
Unit 102 – Understanding the principles of planning coaching activities in
sport
Learning outcomes
The learner will:
4. Understand how
to prepare
participants for
coaching activities
Assessment criteria
The learner can:
4.1 State the procedures to follow when arranging coaching
facilities and equipment and giving information to participants
4.2 Identify the requirements for dress and equipment for the
activities being coached
4.3 Outline how to give clear and correct demonstrations and
explanations of skills, techniques, rules, codes and health and
safety requirements
4.4 Outline why it is important to answer participant(s)’ questions
4.5 Outline why warm ups are important
4.6 Outline the types of warm up that are appropriate to activities
being coached.
Assessment Specification
This unit will be assessed through awarding body developed knowledge tests, tasks,
assignments or practical delivery.
17
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Unit 103 – Understanding the principles of conducting coaching activities in
sport
This unit assesses the coach’s understanding of how to conduct activities, conclude activities
and support participant behaviour and performance during a coaching session.
Unit 103 – Understanding the principles of conducting coaching activities
in sport
Learning outcomes
The learner will:
1. Understand how
to conduct planned
coaching activities
2. Understand how
to support
participant(s)’
behaviour and
performance
3. Understand how
to conclude
coaching activities
Assessment criteria
The learner can:
1.1 Describe own responsibilities during sessions
1.2 State the health and safety requirements relevant to the activities
being coached
1.3 Identify sport-specific techniques, skills, rules and codes of
behaviour relevant to the activities being coached
1.4 Outline how to select appropriate equipment for different
participants
1.5 Describe the procedures for reporting accidents, injuries and
illnesses
1.6 Describe own responsibilities for reporting accidents, injuries and
illnesses
2.1 Outline the importance of good communication with participant(s)
during sessions
2.2 Outline how to motivate and encourage participant(s) without
putting them under stress
2.3 Describe ways in which participant(s)’ behaviour can be managed
during sessions
2.4 Outline the coaching process as it applies to the improvement of
participant performance
2.5 Outline the importance of giving feedback to participant(s) on
what they are doing
2.6 Outline how to give feedback in a way that will help participant(s)
to improve their performance
2.7 Identify appropriate times during an activity to provide feedback
3.1 Outline why it is important to allow enough time to finish an
activity as planned
3.2 Outline why it is important to cool down
3.3 Outline types of appropriate cool down exercises for the activities
being coached
3.4 Outline why it is important to get feedback from participant(s) at
the end of sessions
3.5 Identify procedures for putting away equipment and tidying the
coaching facility
3.6 Outline how to identify faulty equipment and what to do with it
3.7 Outline why it is important to store equipment in the right place
3.8 Outline why it is important that storage areas should be clean,
tidy and secure
Assessment Specification
This unit will be assessed through awarding body developed knowledge tests, tasks,
assignments or practical delivery.
Product Reference: L1ACFQ 3.4a
18
1st4sport Qualifications
the awarding body for active learning and leisure
Unit 104 – Understanding the principles of evaluating coaching activities in
sport
This unit assesses the coach’s understanding of how to evaluate activities within coaching
sessions and how to use evaluations to improve their own coaching.
Unit 104 – Understanding the principles of evaluating coaching activities
in sport
Learning outcomes
The learner will:
1. Understand how
to evaluate
coaching activities
2. Understand how
to develop own
coaching practice
Assessment criteria
The learner can:
1.1 Outline why evaluating activity sessions is important
1.2 Describe why it is important to compare what happened during
a session with what was planned
1.3 Outline the importance of making positive use of the feedback
from others, including participants and the person responsible
for sessions
1.4 Outline why it is important to record the results of the
evaluation
1.5 Outline how to complete evaluation forms
1.6 State how to make use of past evaluations when planning and
conducting future activities
2.1 Outline why it is important to always try to improve own
coaching
2.2 Identify how to ask colleagues for feedback on own work
2.3 Outline why feedback from colleagues is important
2.4 Identify how to use feedback from colleagues to improve own
coaching
2.5 Outline why it is important to take part in training and
education
2.6 Outline the sources of training and education available to
improve coaching practice.
Assessment Specification
This unit will be assessed through awarding body developed knowledge tests, tasks,
assignments or practical delivery.
19
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Unit 105 – Planning football coaching activities
This unit assesses the assistant coach’s ability to plan and prepare activities within a football
coaching session.
Unit 105 – Planning football coaching activities
Learning outcomes
The learner will:
1. Plan football
coaching activities
2. Plan for a safe
environment
3. Prepare
facilities and
equipment for
football coaching
activities
Assessment criteria
The learner can:
1.1 Collect information needed to plan activities
1.2 Deal with confidential information correctly
1.3 Produce plans for football activities that meet the session’s
aims
1.4 Use evaluations of previous activities to help the plan
1.5 Make sure the planned football activities fits into the time
available
1.6 Check the details of plans with the person responsible for the
session
1.7 Identify own responsibilities of the session
2.1 Take account of health and safety requirements when
planning football activities
2.2 Check the facility following the correct procedures
2.3 Identify possible problems with facilities
2.4 Take correct action to deal with any problems, according to
instructions
2.5 Report any problems clearly and accurately to a more senior
colleague
3.1 Identify equipment needed to deliver planned football
activities
3.2 Find the equipment to set up
3.3 Lift and handle equipment safely and without causing damage
3.4 Follow instructions for setting up and laying out the equipment
3.5 Make sure equipment is ready when needed
3.6 Check with a senior colleague that the set up is correct
3.7 Identify and report any problems to a more senior colleague.
Assessment Specification
To complete this unit learners are required to evidence:
ƒ
ƒ
ƒ
Collecting information needed to plan activities on a minimum of two types of
players (including type, ability and specific needs).
The production of pre-prepared or personal plans for a minimum of two coaching
activities from different football coaching sessions. The planned activities must be
of a minimum of 15 minutes in duration.
A minimum of one of the sessions planned must be observed being coached by an
appropriately qualified assessor.
All sessions must be drawn from the Level 1 practical syllabus for football.
Product Reference: L1ACFQ 3.4a
20
1st4sport Qualifications
the awarding body for active learning and leisure
Unit 106 – Conducting football coaching activities
This unit assesses the assistant coach’s ability to conduct and conclude activities within
football coaching sessions.
Unit 106 – Conducting football coaching activities
Learning outcomes
The learner will:
1. Conduct
planned football
coaching activities
2. Support
player(s)’
behaviour and
performance
3.Conclude
football coaching
activities
Assessment criteria
The learner can:
1.1 Follow agreed health and safety procedures
1.2 Refer any problems which cannot be dealt with correctly to the
person responsible for a session
1.3 Communicate with player(s) and colleagues clearly
1.4 Provide player(s) with information they need throughout
sessions
1.5 Follow the correct procedures for safeguarding children and
vulnerable people
1.6 Deal with accidents, injuries and illnesses following the correct
procedures
1.7 Report accidents, injuries and illnesses following the correct
procedures
2.1 Demonstrate how to observe player(s)’ performance throughout
activities
2.2 Pay attention to the needs of all the player(s)
2.3 Give feedback to player(s) at appropriate times during activities
2.4 Make sure that feedback highlights good performance and
where player(s) need to improve
2.5 Ensure that feedback is clear and encouraging
3.1 Allow enough time to finish activities
3.2 Help player(s) to cool down safely
3.3 Provide player(s) with feedback on what has been achieved
3.4 Encourage player(s) to give their own feedback on activities
3.5 Follow the correct procedures for putting away equipment and
tidying the coaching facility
3.6 Refer any problems which cannot be dealt with correctly to the
person responsible for the session.
Assessment Specification
To complete this unit learners are required as a minimum to evidence:
ƒ
ƒ
the delivery of one planned football coaching session
The planned session/activities must be of a minimum of 15 minutes in duration and
be observed being coached by an appropriately qualified assessor.
All sessions must be drawn from the Level 1 practical syllabus for football.
21
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Unit 107 – Evaluating football coaching activities
This unit assesses the assistant coach’s ability to conduct and conclude activities within
football coaching sessions.
Unit 107 – Evaluating football coaching activities
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Evaluate
football coaching
activities
1.1 Carry out evaluations with the person responsible for sessions
1.2 Compare what happened during the activity with what was
planned
1.3 Identify what the player(s) achieved during activities
1.4 Take account of player(s)’ feedback about activities
1.5 Provide own ideas about what went well and what could be
improved
1.6 Listen to and take account of the views of the person
responsible for the session
1.7 Record the results of evaluations to help improve future
activities
2. Develop own
coaching practice
2.1 Seek feedback on own coaching from colleagues
2.2 Work with a relevant colleague to:
ƒ
Identify the things done well and areas which could be
done better
ƒ
Identify the new things needed to learn
2.3 Identify training that would help to improve own coaching.
Assessment Specification
To complete this unit learners are required as a minimum to evidence:
ƒ
ƒ
ƒ
the production of a recorded evaluation of the delivery of a minimum of one
planned activity session.
The activities must be of a minimum of 15 minutes in duration.
A minimum of one of the sessions evaluated must be observed being coached by
an appropriately qualified assessor.
All sessions must be drawn from the Level 1 practical syllabus for football.
Product Reference: L1ACFQ 3.4a
22
1st4sport Qualifications
the awarding body for active learning and leisure
Recommended Outline Learning Programme
The following programme is recommended for the effective and structured delivery of the
qualification. The programme may be applied flexibly, in accordance with learners’ needs
and local circumstances. It is recommended that where possible the theoretical sessions are
interspersed with practical aspects. It should be noted that the sessions are sequential,
building on knowledge gained, and attempt to maximise learners’ understanding.
When all seven units are delivered and assessed in totally, a minimum of 35 guided
learning hours (GLHs) are recommended to complete the delivery, the directed learner
activities and assessment of the qualification.
These hours are likely to be composed of a minimum of:
ƒ
ƒ
ƒ
ƒ
ƒ
induction = 3 hour
course of training and internal assessment = 15 hours
achievement of pre-requisites = 6 hrs
home study and directed activities = 5 hours
assessment of learners’ practical coaching and knowledge = 6 hours.
In circumstances where learners have additional learning needs, the approved centre may
need to offer additional time to the learner, to support them in the achievement of this
qualification.
23
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Programme Outline
Minimum 3 Hours
Learning
Programme
Part A
Day 1
Learning
Programme
Part B
Day 2
Final
Assessment,
feedback and
action plan
Day 3
Submit for Certification or Reassessment
Product Reference: L1ACFQ 3.4a
24
Achievement of Prerequisites
Child Protection and Emergency Aid
6 hours, as required
Induction
Home Study
Allow sufficient time for learners to
complete the home study tasks away
from the course.
This programme is an effective and structured format for the delivery of this qualification.
Recognised centres may wish to develop this programme to suit their local needs, but will
be required to justify its effectiveness to their external verifier. The programme is based on
approximately 7½-hours contact time per day with the one FA Tutor to a maximum of 24
learners and a minimum of 12 learners per course.
1st4sport Qualifications
the awarding body for active learning and leisure
Recommended Learning Programme
Phase
Content
Hrs
Induction
Confirmation of learner details, registration and
administration processes.
Introduction to:
ƒ FA Tutor(s)
ƒ the qualification
ƒ course learning and assessment programme
ƒ course resources
ƒ venue (Health and Safety briefing)
ƒ approved centre policies and procedures (Complaints
and Appeals)
ƒ administrative requirement – inform learners of the
approved centre name, their course and learner
registration number
ƒ briefing for learners on completion of the Tasks 1 – 4
and 6.
Learner Tasks
Learners should ideally complete the Tasks 1 – 4 and 6
during their learning programme.
Those who are unable to complete the tasks may seek
support during the learning programme, but will be
expected to have evidence of completion before the final
assessment day.
Achievement of
Prerequisites
3
5
Achievement of the prerequisites (for those that need to
attend them) may be included at any point during the
programme. Organisers should avoid planning prerequisite
sessions after learners have had a long and involved day on
the pitch.
The prerequisites which are usually delivered during the
learning programme are:
ƒ
ƒ
6
FA Child Protection Workshop
FA Emergency Aid Course
25
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Phase
Content
Learning
Programme
Part A
This first day might include:
ƒ Introduction to the venue and staff
ƒ Review of progress with the Tasks
ƒ Introduction to coaching activities
ƒ Tutor delivered practical examples of the organisation
and management of an initial sample of four coaching
activities
ƒ Learners work in pairs to prepare to deliver a coaching
activity
ƒ Learners deliver an activity to their peers, in pairs and
are given a practice assessment which offers an outcome
and feedback against the assessment criteria of the
Observation Checklist
ƒ At the end of each session the group discuss the
characteristics of each activity and identify how they
might be adapted and progressed for different age
groups
ƒ Review of the day and any briefing for the next day.
Learning
Programme
Part B
Final
Assessment
Day
Hrs
This second day might include:
ƒ Review of progress with Tasks
ƒ Learners work in pairs to prepare to deliver a coaching
activity
ƒ Learners deliver an activity to their peers, in pairs and
are given a practice assessment which offers an outcome
and feedback against the assessment criteria of the
Observation Checklist
ƒ At the end of each session the group discuss the
characteristics of each activity and identify how they
might be adapted and progressed for different age
groups
ƒ Allocation of assessed activity session topic
ƒ Briefing for the final assessment day including
establishing session/learner order
ƒ Sign-off learners' successful completion of Tasks 1–4
ƒ Review Task 6
ƒ Review of the day.
The final day should include:
ƒ Learners individually deliver activity to peers and are
given a recorded outcome and feedback against the
assessment criteria of the Observation Checklist
ƒ At the end of each session the group are given advice on
how they might adapted and progress the activity for
different age groups
ƒ Individual sign-off of Learner Pack and completion of
Assessor Feedback and Learner Action Plan
ƒ Group/Course debrief and evaluation
ƒ Organisation of any reassessments.
Product Reference: L1ACFQ 3.4a
26
7½
7½
7½
1st4sport Qualifications
the awarding body for active learning and leisure
Recommended Reading
Football-specific Recommended Reading
www.TheFA.com/FALearning
FA Learning National Course Brochure 2011
http://cde.cerosmedia.com/1S4d380c3d13b14123.cde
The following Online Courses are a selection available that provide excellent underpinning
knowledge for this Module.
They can be accessed via www.TheFA.com/FALearning
ƒ
ƒ
ƒ
ƒ
Coaching Children
Psychology for Soccer
Planning, Preparing and Evaluating Coaching Sessions
Fitness for Football
The following texts provide useful background information in relation to this Module and can
be accessed via FA Learning at www.FALearningShop.com
Reed, L. (2004) The Official FA Guide to Basic Team Coaching. London: Hodder and
Stoughton. ISBN: 978-0-340816-00-4.
Carr, T. (2005) How to Coach a Soccer Team. Hamblyn. ISBN: 978-0-600610-79-3.
Cook, M. (2006) Soccer
ISBN: 978-0-713674-85-9.
Coaching
the
Professional
Way.
A
&
C
Black.
Stafford, I. (2005) Coaching for Long-term Athlete Development. Coachwise Solutions/The
National Coaching Foundation. ISBN: 978-1-902523-70-5.
FA Learning 2007 DVD: Coaching Players – a New Approach.
FA Learning 2005 DVD: Club Coach – The Practical Guide to Coaching Young Children
The above are available from FA Learning, PO Box 35, Leeds LS12 4XY
Tel: 0113-279 1395
www.FALearningShop.com
Recommended Articles:
The following are highly recommended articles that provide a wealth of additional
knowledge. These are available from The FA Coaches Association Journal Insight via FACA
membership and Insight Live:
2000 Issue 3, Volume 3, pp 54–55. 'Skill Acquisition in Football for 8–16 Year Olds’.
Simmons, C.
Winter 2000. ‘Communication, Coaching and the Young Player’. Richardson, D.
Summer 2002. ‘Coach Behaviour: Our Expectations Can Influence our Behaviour and our
Players’ Performance’. Cushion, C.
Autumn 2002. ‘Four v Four: A Way Forward for 7–10 Year Olds’. Alpress, J.
27
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Autumn 2002. ‘Conditioned Games – The Missing Link’. McCarry, P.
Autumn 2002. ‘Using Athletic Knowledge in Long Term Development of Young Footballers’.
Stratton, G.
Summer 2004. ‘Develop the Person, Develop the Player’. Alpress, J.
Summer 2004. ‘The Development of Football Skills from Age 7 to Adulthood’. Horne, R. and
Williams, M.
Autumn 2005. ‘Player Development’. Bate, D. and Simmons, C.
Winter 2005. ‘Player Development’. Simmons, C. and Bate, D.
Summer 2006. ‘Long Term Player Development Model’. Simmons, C.
Summer 2006. ‘FA Goalkeeping’. Thomas, M.
Summer 2006, ‘Transferring Technique’. Simmons, C.
Spring 2007, ‘Player Development – the Art of being an Adult.’ Alpress, J.
Spring 2007, ‘Transferring Technique – Part Two: Skill Acquisition Pathways’.Simmons,C.
Spring 2007, ‘Multi-purpose Playing Areas’. Holder, P.
Summer 2007, ‘Working with the Young Player’. Sturgess, P.
Summer 2007, ‘Opportunity and Expectation’. Simmons, C.
Summer 2007, ‘Long Term Player Development – Girls and Women’s Football’. Hills. B.
Winter 2007, ‘The Rock’. Simmons, C.
Winter 2007.
‘Talent Development in Football:
Psycho Social Perspectives’.
Holt, N &
Dunn, J.
Spring 2008, ‘Long Term Player Development’. Hills, B.
Summer 2008, ‘Managing Behaviour – Intervention’. Allpress, J. & Roberts M.
Winter 2008, ‘Learning to Train’.
Hills, B.
Winter 2008, ‘Smart Coaching – the Gamecraft Approach’.
Allpress, J.
Generic Coaching References
Campbell, S. and Crisfield, P. (2002) Making Sport Fun. Leeds: Coachwise Business
Solutions/The
National
Coaching
Foundation.
ISBN:
978-0-947850-56-2.
Earle, C. (2004) How to Coach Children in Sport. Leeds: Coachwise Business Solutions/The
National Coaching Foundation. ISBN: 978-1-902523-53-8.
Foreman, G. and Bradshaw, A. (2009) An Introduction to the FUNdamentals of Movement.
Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1905540-70-9.
Haskins, D. (2010) Coaching the Whole Child: Positive Development Through Sport. Leeds:
Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-905540-785
Kerr, A. and Stafford, I. (2003) How to Coach Disabled People in Sport. Leeds: Coachwise
Business Solutions/The National Coaching Foundation. ISBN: 978-1-902523-54-5.
Kirkland, S. (2009) Equity in Your Coaching. Leeds: Coachwise Business Solutions/The
National Coaching Foundation. ISBN: 978-1-905540-80-8.
Product Reference: L1ACFQ 3.4a
28
1st4sport Qualifications
the awarding body for active learning and leisure
McQuade, S. (2003) How to Coach Sports Effectively. Leeds: Coachwise Business
Solutions/The
National
Coaching
Foundation.
ISBN:
978-1-902523-52-1.
Miles, A. (2004) What is Sports Coaching? Leeds: Coachwise Business Solutions/The
National Coaching Foundation. ISBN: 978-1-902523-51-4.
Miles, A. (2004) Coaching Practice. Leeds: Coachwise Business Solutions/The National
Coaching Foundation. ISBN: 978-1-902523-71-2.
Slinn, N. (2006) Safeguarding and Protecting Children: A Guide for Sportspeople. Leeds:
Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-905540-266.
Sneyd, S. (ed) (2003) How to Coach Sports Safely. Leeds: Coachwise Business
Solutions/The
National
Coaching
Foundation.
ISBN:
978-1-902523-50-7.
Stafford, I. and Balyi, I. (2009) Coaching for Long-term Athlete Development. Leeds:
Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-902523-705.
DVD-ROMs
sports coach UK (2009) An Introduction to the FUNdamentals of Movement. Leeds:
Coachwise Business Solutions/The National Coaching Foundation. (DVD)
All the above resources are available from Coachwise 1st4sport:
Website: www.1st4sport.com
Tel: 0113–201 5555
29
Product Reference: L1ACFQ 3.4a
1st4sport Qualifications
the awarding body for active learning and leisure
Guidance on Reasonable Adjustments to Assessment
1st4sport Qualifications endeavours to ensure that the assessment requirements and
methods used within its qualifications are sufficiently flexible to enable the widest range of
learners to demonstrate competence.
However, we must also ensure that the arrangements we allow will be fair, valid and
reliable to accurately reflect your competence to meet the assessment outcomes of the
qualification. We must also ensure that you are not given an unfair advantage or that others
think that you are.
Adjustments to assessment requirements may take any number of forms, certainly too
many to specify. Examples might include your being unable to complete standard written
tasks through a temporary or permanent disability; or being unable, through illness or
injury, to attend scheduled assessments or effectively demonstrate practical aspects of the
qualification.
Your tutors and/or assessors will explain the assessment criteria and requirements of the
qualification. If you believe that there are reasons why you might find it difficult to show
competence through the methods proposed, you should discuss these with your tutor
and/or assessor and look at what alternatives may be available.
In light of the above, 1st4sport encourages tutors and/or assessors to consider the following
alternative methods to enable you to demonstrate competence:
In situations where you are unable to attend scheduled assessments, through illness, injury
or acceptable and justified personal circumstances, an alternative date for the
assessment(s) may be made for you within 30 days of the original date
If you are unable to complete written assessments, projects or tasks through a permanent
or temporary disability, an alternative method of meeting the outcomes should be
considered.
Permission to apply for adjustments must be sought from the Quality Management Team
(QMT) at 1st4sport Qualifications, at the start of the course/programme or at the first
available opportunity. Your requests for special consideration and reasonable adjustments
are required to be identified and met, where possible. The 5.7 Reasonable Adjustments
Application Form and the 5.8 Special Consideration Application Form can be found on the
1st4sport website and in the Quality Assurance section of the Recognised Centre Resource
CD-ROM. Once an application is received, the QMT will evaluate your eligibility and the
evidence attached for the appropriate adjustments and inform you of the possible next
steps.
The application form and additional documentation/evidence in support of the application
must be emailed to: qmt@1st4sportqualifications.com
If only hard copies of evidence/documentation in support of the application are available,
these should be sent, with the appropriate form, by post to:
The Quality Management Team
1st4sport Qualifications
Coachwise Ltd
Chelsea Close
Off Amberley Road
Leeds LS12 4HP
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1st4sport Qualifications
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Developed in Partnership
with FA Learning
1st4sport Level 1 Award in
Coaching Football (QCF)
Tutor/
Assessor/Verifier Guidance
Part Two
Product Reference L1ACFQ 3.4b
1st4sport Qualifications
the awarding body for active learning and leisure
© Coachwise Ltd, 2010
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.
1st4sport Qualifications
Coachwise Ltd
Chelsea Close
Off Amberley Road
Armley
Leeds LS12 4HP
Fax: 0113-231 9606
Email: footballcoaching@1st4sportqualifications.com
Website: www.1st4sportqualifications.com
The Ofqual-recognised awarding body 1st4sport Qualifications is a 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.
Developed in partnership with FA Learning
The Football Association
Wembley Stadium
Wembley
Middlesex HA9 0WS
Tel: 020-7745 4545
Website: www.TheFA.com/FALearning
Post: The Football Association
Wembley Stadium
PO Box 1966
London SW1P 9EQ
National/Qualification Accreditation Number: 501/1628/9
Edited – AT – 90629:9
Product Reference: L1ACFQ 3.4b
1st4sport Qualifications
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Contents
Page
Introduction
31
The Workbook
32
Tasks 1 – 7 with exemplar answers
33
Tasks 1 – Player and Coach Development
33
Tasks 2 – Football Club Administration
37
Tasks 3 – RESPECT guide for parents and carers
43
Tasks 4 – Football for All
47
Tasks 5 – Planning and Delivery of a Football Activity Session
53
L1ACFQ Practical
Guidance
54
Coaching
Observation
Checklist
Assessor
Tasks 6 – Laws of the Game
55
Tasks 7 – Planning and Delivery of a Football Activity Session
59
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Tutor Notes:
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Introduction
Contacting 1st4sport Qualifications
Post:
Tel:
Fax:
1st4sport Qualifications,
Coachwise Ltd,
Chelsea Close,
Off Amberley Road, Armley,
Leeds LS12 4HP
0113-290 7610
0113-231 9606
Email:
Website:
footballcoaching@1st4sportqualifications.com
www.1st4sportqualifications.com
Contacting The Football Association and FA Learning
Post to:
FA Learning
The Football Association
Wembley Stadium
PO Box 1966
London SW1P 9EQ
Tel:
020-7745 4545
Website: www.TheFA.com/FALearning
Information on the UK Coaching Certificate
Website:
Email:
www.sportscoachuk.org
coaching@sportscoachuk.org
31
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The Workbook
The first part of this Pack has been produced in a workbook format to assist you in
meeting the assessment requirements of the qualification. It is divided into a number of
tasks, which require you to either:
ƒ
produce some written work covering the knowledge requirements of the qualification
or
ƒ
deliver practical coaching activity sessions that will be observed by a coach educator
as part of either your assessment.
If you have any questions concerning the completion of the workbook and the tasks it
contains, you should contact your coach educator or the approved centre with whom you
are registered.
Task
Title
Page
1
Young Player Development
2
Football Club Administration
11
3
RESPECT and Responsibilities to the Game
17
4
Football for All
21
5
Planning and Delivery of a Football Activity Session
27
6
Laws of the Game
33
7
Planning and Delivery of a Football Activity Session
37
Product Reference: L1ACFQ 3.4b
7
32
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Task 1 – Assessed Task
Young Player Development
A template is provided to support your recording and evidence for the task. Any
supporting written work should be stored in your Learner Pack alongside the task.
The Task
a
Read Sections One and Two of The FA An Introduction to Coaching handbook and
Appendix
Two
at
the
end
of
the
book
titled
‘The
FA
Mini
Soccer Handbook’.
b
Using the template provided outline the benefits and adaptations of Mini Soccer for
young players (information may be found in Appendix Two of The FA An
Introduction to Coaching handbook).
c
Using the template provided, describe the characteristics displayed by young
footballers in different age groups. (Information may be found in Section One of
The FA An Introduction to Coaching handbook).
d
Briefly describe the signs, symptoms and causes of overuse injuries.
(Information may be found in Section Two of The FA An Introduction to Coaching
handbook).
Additional guidance can be obtained from the following references:
ƒ
ƒ
www.TheFA.com/FALearning
The FA Mini Soccer Handbook (contained within The FA An Introduction to Coaching
handbook)
Task 1 Achievement Record
Task
Component
Evidence
Competent
Assessor
Signature
Date
b
c
d
Feedback
33
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Learner notes:
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34
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Task 1b – Young Player Development
Use this template to answer the questions below:
Learner
name:
Describe the benefits to young players of Mini Soccer
Assessor Guidance
Candidates answers should include reference to at least half the following:
ƒ More enjoyment
ƒ More touches of the ball
ƒ More involvement in the game
ƒ Introduction to playing as a team
ƒ Introduction to some of the Laws of the Game
ƒ Enjoyable way to develop fitness.
How does the format of Mini Soccer encourage young players’ enjoyment/involvement?
Assessor Guidance
Candidates answers should include reference to at least half the following:
ƒ Smaller teams
ƒ Simpler rules
ƒ Shorter games
ƒ Roll on/off subs
ƒ Equipment adjusted eg: goals, footballs,
ƒ Often no leagues – festivals/mini soccer centres
ƒ Shorter seasons.
35
Product Reference: L1ACFQ 3.4b
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Task 1c – Young Player Development
Use this template to describe the player characteristics of each of the age groups.
Age Group
Player Characteristics
Assessor Guidance
Under 8s
Candidates answers should include reference to at least half the
following in all four age groups:
Excitable, enthusiastic; selfish; talkative; short concentration span;
limited understanding of space; sensitive; limited decision-making.
Under 10s
More aware of others; enthusiastic; more attentive;
challenge; begin to lose flexibility; Golden Age of Learning.
enjoy
a
Under 14s
Problem solving; sensitive to peer pressure; able to identify others’
strengths and weaknesses; more competitive; undergoing physical
change; more aware of team play.
Over 15s
Growing stronger; greater mental strength; ability to meet physical
challenges; more tactically aware; more analytical; more competitive;
on-going change in school/parent/relationship developments.
Task 1d – Young Player Development
Use this template to answer the questions below:
Briefly describe the signs and symptoms of overuse injuries that are common in
young players
Assessor Guidance
Candidates answers should include reference to at least half the following in both boxes:
ƒ Aching, discomfort or pain in the problem area
ƒ Pain when specific movement is performed
ƒ No history of direct injury
ƒ Stiffness, aching during/after training or games
ƒ Tenderness to touch/pressure in the area
ƒ Visible swelling in the knee/heel area
ƒ History of missing sessions/matches
ƒ Problem develops gradually and progressively
ƒ Worsens with continued activity.
Briefly describe the causes of overuse injuries that are common in young players
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Overplay – too many games/training sessions over a period of time
Player undergoing periods of growth – bone not fully formed. Growth plates – weakest
during puberty and vulnerable
Muscles mature more quickly in young footballers
Bone grows faster than muscle and other soft tissue
Different bones mature at different times and footballers are often more susceptible to
injury if they are late to fully mature
Football involves strong actions that increase the load on the developing bones (eg
jumping, landing, kicking etc).
Product Reference: L1ACFQ 3.4b
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1st4sport Qualifications
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Task 2 – Assessed Task
Football Club Administration
A template is provided to support your recording and evidence for the task. All
supporting written work should be stored in your Learner Pack alongside the task.
The Task
a
Read The FA Grass-roots Club Administration handbook and in particular Sections
One, Two, Three and Five.
b
From the information in Section One of The FA Grass-roots Club Administration
handbook list six key things that you would need to consider when setting up a new
football club and briefly describe what actions you would need to take to implement
them (Information may also be found in Section Two of The FA Grass-roots Club
Administration handbook).
c
Having set up your club, outline a timetable of actions needed for the different
phases of a season. (Information may be found in Section Three of The FA Grassroots Club Administration handbook).
d
Describe the key elements you need to consider when planning a football festival or
tournament. (Information may be found in Section Five of The FA Grass-roots Club
Administration handbook).
Additional guidance can be obtained from the following references:
ƒ
ƒ
ƒ
www.TheFA.com/FALearning
The FA An Introduction to Coaching handbook
The FA Grass-roots Club Administration handbook
Task 2 Achievement Record
Task
Component
Evidence
Competent
Assessor
Signature
Date
b
c
d
Feedback
37
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Learner notes:
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Task 2b – Football Club Administration
Use this template to answer the questions below:
Learner name:
List six key things that you would need to organise when setting up a new football club
and briefly describe what actions you would need to take to implement them.
Key Things to Organise
Actions You Would Need to Take to Implement Them
Assessor Guidance
Learners’ answers should include reference to at least one action in each of the following
sections:
1
Club Affiliation
2
Constitution/Club
Officials
3
Player Registrations
4
ƒ
ƒ
Affiliate to their County FA and the appropriate league.
Seek advice on suitable league membership from your
County FA.
ƒ
Appoint a chairperson, treasurer and secretary to enable
the club to function correctly.
Produce a list of costs to run the team together with a
budget of income/expenditure.
ƒ
ƒ
Register players and be fully conversant with the rules of
each competition you wish to enter.
Public Liability and
Personal Injury
insurance
ƒ
Clubs should obtain adequate Public Liability and Personal
Injury insurance cover for players for both playing and
travelling to matches.
League
Fixtures
ƒ
5
Establish links with League and Club Fixtures Secretary
for all arrangements, including pitch hire, appointment of
officials, kick-off time, transport arrangements, etc.
6
Kit and Equipment
ƒ
Purchase suitable equipment for all club teams, eg:
playing strip, first aid kit, nets and balls.
and
Cup
39
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Task 2c – Football Club Administration
Use this template to outline a club action timetable for the three different phases
of a season.
Component
Pre-season:
During the
season:
Timetable
Assessor Guidance
Candidates answers should include reference to at least half the following
actions in each section:
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Players – Squad of at least 14 or appropriate number for mini soccer
Affiliation – Forward documentation/fees to CFA/League
Facilities – Organise pitches/training facilities
Risk Assessment – For both training/playing venues
Meetings – Organise club/team meetings, AGMs and Leagues
Registration – Register all players with all leagues/County FA
Friendly fixtures – Arrange with other affiliated club secretaries
Subscription – Set for players and members
Code of Conduct – Agreed for players, spectators, officials and coaches
Parents Night – Useful to organise with a youth section.
ƒ
Meetings – To attend for Leagues/Competitions, Club Committee and
Player/Parents
Training – Continue to monitor venue and coaching programme
Home Games – Organise pitches, opposition, kick off, directions, team
colours and match officials
Match Day – Pitch/goalpost/safety, match official payment, equipment
stored, refreshments
Away Games – Confirm kick off, directions, colours with home and away
team
Provision of match officials/team sheets for games during the season
Results – Post/telephone to the League official
Administration – Reply to correspondence promptly
Disciplinary Procedures – Player/Secretary must complete appropriate
documentation/fines.
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
End of the
season:
ƒ
ƒ
ƒ
ƒ
AGM – Organise a review of the year, elect club officers and approve
club accounts
Accounts – Annual accounts should be agreed as many County FAs ask
for copies
Presentation Evening – Organise for players and volunteers who keep
the club going
Plan ahead for the next season.
Product Reference: L1ACFQ 3.4b
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Task 2d – Football Club Administration
Use this template to list the most important things that you need to consider when
planning a football festival or tournament.
Considerations
Key components
to planning a
football festival
or tournament
Assessor Guidance
Candidates answers should include reference to at least half the
following:
ƒ Prepare a Tournament order of play
ƒ Prepare a Tournament timetable
ƒ Advise the media
ƒ Prepare score cards
ƒ Organise refreshments
ƒ Send out letters/maps and rules and regulations
ƒ Invite a guest of honour
ƒ Distribute a spirit of the game fact sheet
ƒ Distribute Club information/whistles/stop watches/air horns/balls
ƒ Book a suitable venue
ƒ Ensure pitches are marked
ƒ Ensure mini soccer goals, bibs, balls are in place
ƒ First Aid cover
ƒ Referees/coaches/helpers
ƒ Produce application form/publicity to schools/clubs
ƒ Sanction rules and regulations
ƒ Order trophies, medals and certificates
ƒ Obtain sponsorship.
41
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Learner notes:
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Task 3 – Assessed Task
RESPECT and Responsibilities to the Game
A template is provided to support your recording and evidence for this task. All
supporting written work should be stored in your Learner Pack alongside the task.
The Task
a
Complete the online FA RESPECT module.
This may be found at: www.TheFA.com/RespectGuide.
On completion of the module, you should print off the on-line RESPECT completion
confirmation and include it as evidence with this task. If you would like an FA
RESPECT Module Certificate, it can also be purchased on-line for a small fee on
successful completion of the module.
b
Read The FA Grass-roots Club Administration handbook, Section Seven and The FA
An Introduction to Coaching handbook, Section Five.
c
Using the information above, describe how within a club, three different types of
people who should be aware that there is a Code of Practice/Conduct /Behaviour that
may impact on them, and the content of the code(s) that apply.
Additional guidance can be obtained from the following references:
ƒ
ƒ
ƒ
ƒ
www.TheFA.com/FALearning
The FA Grass-roots Club Administration handbook
The FA An Introduction to Coaching handbook
www.thefa.com/Leagues/Respect/CodesofConduct.aspx
Task 3 Achievement Record
Task
Component
Evidence
Competent
Assessor
Signature
Date
a
c
Feedback
43
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Learner notes:
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Task 3c – RESPECT and Responsibilities to the Game
Use this template to answer the following question. Within a club describe three different
types of people who should be aware that there is a Code of Practice/Conduct that
impacts on them and give examples of key components of the Codes that will apply to
them:
Learner name:
Types of People
Which Code of Practice/Conduct/Behaviour Applies
Assessor Guidance
Candidates answers should include reference to at least half the areas identified in each of
the RESPECT Codes for:
ƒ
Players (Young and
Adult)
Coaches, Team
Managers and
Officials
ƒ
ƒ
ƒ
ƒ
Spectators and
Parents/carers.
ƒ
See Section Seven of The FA Grass-roots Club Administration
handbook (pages 68 – 71)
See Section Five of The FA An Introduction to Coaching
handbook (pages 50 – 51)
See Section Seven of The FA Grass-roots Club Administration
handbook (pages 68 – 71)
See Section Five of The FA An Introduction to Coaching
handbook (pages 50 – 51)
See Section Seven of The FA Grass-roots Club Administration
handbook (pages 68 – 71)
See Section Five of The FA An Introduction to Coaching
handbook (pages 50 – 51)
45
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Learner notes:
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Task 4 – Assessed Task
Football for All
There are two ways that you can complete this task, either by completing The FA
Equality and Diversity on-line module (A), or by reading a section of The FA An
Introduction to Coaching handbook and answering some questions (B). Where possible
you are encouraged to complete the more comprehensive on-line module. Templates are
provided to support your recording and evidence of the task. All supporting written work
should be stored in your Learner Pack alongside the task.
The Task
Either:
A
Complete the online FA Equality and Diversity module. This may be found at:
www.TheFA.com/FALearning. On completion of the module, you should print off the
on-line completion confirmation and include it as evidence with this task. If you
would like an FA Equality and Diversity Module Certificate, it can also be purchased
on-line for a small fee on successful completion of the module or
B
If you are not able to access the on-line module, read pages 54 and 59 of The FA An
Introduction to Coaching handbook and complete the questions in the templates that
follow.
Additional guidance can be obtained from the following references:
ƒ
ƒ
ƒ
www.TheFA.com/FALearning
The FA An Introduction to Coaching handbook
The FA Grass-roots Club Administration handbook
Task 4 Achievement Record
Task
Component
A
Evidence
Competent
Assessor
Signature
Date
FA Equality and Diversity module
B1
B2
/12
B3
Feedback
47
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Task 4 B1 – Equity and Diversity
Use this template to answer the questions below:
Learner name:
Appropriate language and behaviour in football
After reading page 55 of the FA Introduction to Coaching handbook, please give three
examples of acceptable terms for different groups who could be involved in football.
Task 4 B2 – Disability Football
Use this template to answer the question below:
Disability Football
There are different types of rule adaptations for the game of football that have been
developed for a variety of disabilities. For details see on pages 57 to 59 of the
handbook. In this task you are required to select three different groups and give one
example of a rule adaptation for each. Alongside this give a brief summary of how it
would help with players’ inclusion.
Disability
Rule adaptation
Product Reference: L1ACFQ 3.4b
How it helps players’ inclusion
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Task 4 B3 – Equity and Diversity – Answers on the FA Tutor Web-site
Please answer all the questions below by ticking the one answer that you think is most
correct. Learners are expected to achieve a mark of 8/12, to successfully complete the
task:
1
If a football club decided not to start a girls’ team because it would cause
too much disruption. This is an example of:
a
Stereotyping
b
Discrimination
c
Homophobia
d
Sexual harassment
Tick
one
Marks
2
Tick
one
The acronym BME stands for:
a
Black and Multi-Racial Equality
b
Black and Minority Ethnic
c
Black Movement for Equality
d
Black Movers for England
Marks
3
Ethnic Group is a term used to describe people of the same race or
nationality, with a long shared history and:
a
...the same skin colour
b
...a distinct culture
c
...common relatives
d
...shared religion
Tick
one
Marks
4
Tick
one
When refereeing a match, you should always face a deaf player:
a
...when raising your arm to signal a indirect free kick
b
...before you start to speak to them
c
...when blowing your whistle
d
...when awarding a goal
Marks
49
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5
The Let’s Kick Racism Out of Football campaign, was established in 1993.
In 1997 it re-launched as:
a
Racism Out
b
Racism in Football
c
Racism Out of Football
d
Kick It Out
Tick
one
Marks
6
Unacceptable abusive behaviour towards gay and lesbian people is called:
a
Sexist
b
Homophobic
c
Bigoted
d
LGBT-ism
Tick
one
Marks
7
Tick
one
Inciting racial hatred is:
a
...inapplicable in sport
b
...hard to prove
c
...a thing of the past
d
...a criminal offence
Marks
8
If someone says that all women who play football are probably lesbians, it
is an example of:
a
Stereotyping
b
Discrimination
c
Homophobia
d
Sexism
Tick
one
Marks
9
Tick
one
Muslim and Jewish people:
a
...don’t play football
b
...are Vegetarians
c
...cannot play football on a Wednesday
d
...do not, as a rule, eat pork
Marks
Product Reference: L1ACFQ 3.4b
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10
Tick
one
Most Hindus and Sikhs:
a
...do not, as a rule, eat pork
b
...are Vegetarians
c
...wear their hair long and never cut it
d
...don’t play football
Marks
11
A local football club has a policy that states that all female members of the
club should help with preparing and serving after match refreshments. This
is an example of:
a
Stereotyping
b
Discrimination
c
Homophobia
d
Sexual harassment
Tick
one
Marks
12
A County FA rejects a woman for a management job because she might in
the future get pregnant. This is an example of:
a
The glass ceiling
b
Discrimination
c
Sexual harassment
d
Application of Employment Law
Tick
one
Marks
End
51
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Learner notes:
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Task 5 – Assessed Practical Task
Plan and Deliver a Football Coaching Activity Session
For this task, you will be observed coaching a planned activity session. You will be given
an outline of a group of players and a game to plan and deliver. A planning and review
template is provided for you to use, as are the criteria against which your assessor will
assess you and provide you with feedback on your delivery of the session. This first
session is very much a practice session and should give you clear guidance on how to
improve your coaching prior to your final assessment in Task 7. All written work
associated with this task should be stored in your Learner Pack alongside the task.
The Task
a
Read Sections Two and Three of The FA An Introduction to Coaching handbook.
b
Following your allocation of a game to coach, refer to the guidance in Section Three
of The FA An Introduction to Coaching handbook and use the L1ACF Coaching
Activity Session Planner to develop a plan for the delivery of that activity in a 15minute session.
c
Once you have planned your session, you will be asked to deliver it, demonstrating
that you can safely organise the session and show some progression within
the activity. Your tutor will give you feedback against the criteria on the L1ACF
Practical Coaching Observation Checklist.
d
On completion of your session and following discussions with your fellow learners,
complete the written evaluation using the Football Coaching Review Sheet provided.
This review sheet requires you to review your organisation, session content (did the
session deliver the outcomes of The FA LTPD Four Corner model?), progression and
communication skills.
Task 5 Achievement Record
Task
Component
Evidence
Competent
Assessor
Signature
Date
b – Planning
c – Delivery
d – Evaluation
Feedback
53
Product Reference: L1ACFQ 3.4b
1st4sport Qualifications
the awarding body for active learning and leisure
L1ACFQ Practical Coaching Observation Checklist Assessor Guidance
Session Organisation
The Learner:
checked and maintained the safety
factors prior to and during the session
presented a professional appearance
and ensured the players’ dress and
the equipment was appropriate
clearly outlined the nature, structure
and rules of the activity
organised appropriate areas,
equipment and groups quickly
and effectively
identified the Top Tips for the game
being delivered
Assessor Guidance
Addresses any H&S issues relating to the playing area,
equipment, players and the environment. Ongoing
throughout the session. Do they actually ensure safety or
just mention it. A DUTY OF CARE.
Dresses appropriately for the weather conditions. Are
they identifiable?
Provides relevant information regarding the activity.
Caters for different learning styles within the group
(VARK)
Starts the activity quickly & uses an appropriate amount
of space. Manages the time available for the activity
effectively
Candidates should identify ‘Top Tips’ in the session plan.
Candidates not referencing Top Tips in their delivery for
task 7 would not lead to an AP and therefore be a reason
for an NYC at level 1. Rather it should be used to identify
and assist with action planning for those that have
correctly used the ‘TopTips’. (For example a candidate
who has used Top Tips appropriately could be action
planned to progress towards the Level 2CCF).
Session Management
The Learner:
created an enjoyable and positive
learning environment
Engages the whole group positively & shows enthusiasm
for their work
established and maintained control of
the players throughout the session
Ensures discipline & reminds the players of any
rules/conditions.
enabled all players to take a full and
active part in the activity.
Provides opportunities for all players to participate.
Rotation of role if necessary
Assessor Guidance
Game-related Understanding
The Learner:
provided a realistic and challenging
activity session for the players
adopted an appropriate coaching
position throughout the activity
showed an understanding of when to
progress the session.
Communication Skills
The Learner:
provided clear and
accurate explanations
motivated and inspired the players to
improve performance
provided an effective and
interactive debrief.
Product Reference: L1ACFQ 3.4b
Assessor Guidance
Challenges
all
players
throughout the session. Realism
linked to the elements of the
game
(i.e.
The
required
techniques & the basic ‘Principles
of Play’)
A good vantage point. Maximum
effect with Minimum interference
Realistic progressions which are
appropriate for the players &
session being delivered
REMEMBER
Candidates not
referencing Top Tips in
their session would not
lead to an AP and
therefore be a reason for
an NYC at level 1.
Rather it should be used
to identify and assist
with action planning for
those that have correctly
used the ‘TopTips’. (For
example a candidate who
has used top tips
appropriately could be
action planned to
progress towards the
Level 2CCF).
Assessor Guidance
Concise and Precise. Appropriate terminology for the
players. Demo’s if needed.
Gives praise & encouragement when deserved. Sets
realistic challenges for the player(s)
Checks what the players now know with a maximum of
2/3 questions. Not a final opportunity to demonstrate
what they know.
54
1st4sport Qualifications
the awarding body for active learning and leisure
Task 6 – Assessed Task
Laws of the Game
A template is provided to support your recording and evidence for the task, or you may
choose to develop your own. All supporting written work should be stored in your Learner
Pack alongside the task.
The Task
a
Read Section Five of The FA An Introduction to Coaching handbook and The FA Mini
Soccer Handbook in Appendix Two at the end of the Handbook.
b
Work through the questions on The FA Learn the Laws CD-Rom.
c
Having researched the Laws, answer the nine questions.
Additional guidance can be obtained from the following references:
ƒ
ƒ
www.TheFA.com/FALearning
Learn the Laws CD
The FA An Introduction to Coaching handbook
Task 6 Achievement Record
Task
Component
Evidence
Competent
Assessor
Signature
Date
c
Feedback
55
Product Reference: L1ACFQ 3.4b
1st4sport Qualifications
the awarding body for active learning and leisure
Learner notes:
Product Reference: L1ACFQ 3.4b
56
1st4sport Qualifications
the awarding body for active learning and leisure
Task 6c – Laws of the Game
Answer the self-tester questions below. You may use any references provided as part of
the qualification, and you are expected to get at least six questions correct:
Learner name:
1
2
3
4
Mark:
If the ball is played forward to a player in an offside position you would award:
One mark – one answer:
a)
a direct free kick
F
b)
an indirect free kick
5
c)
a corner kick
F
d)
a goal kick
F
A direct free kick would be awarded for: One mark – one answer
a)
offside
F
b)
the ball going over the goal line
F
c)
obstructing an opponent
F
d)
deliberate handball
5
For which of the following offences would you award a penalty?
One mark – one answer
a)
a defender deliberately handling the ball in the penalty area
5
b)
a pass to the goalkeeper
F
c)
a foul throw
F
d)
a defender handling the ball outside the penalty area
F
When a player taking a throw-in has the ball behind their head, using both hands
and throws the ball into the field of play they should have: One mark – one answer
a)
one foot in the field of play
F
b)
both feet on or behind the touch line
5
c)
both feet inside the field of play
F
d)
one foot off the ground
F
57
Product Reference: L1ACFQ 3.4b
1st4sport Qualifications
the awarding body for active learning and leisure
5
6
7
8
9
You would tell a player to leave the field if: One mark – one answer
a)
they scored from a direct free kick
F
b)
they received a pass in an offside position
F
c)
they need to have blood cleaned from a wound
5
d)
they scored from a corner
F
The kick-off must be retaken if: One mark – one answer
a)
the ball is played backwards
5
b)
a player enters the opposition half as the ball is kicked
F
c)
the ball is played forward
F
d)
the referee has blown their whistle to indicate that the
match can start
F
In Mini Soccer, all free kicks are: One mark – one answer
a)
sometimes direct
F
b)
direct
5
c)
indirect
F
d)
sometimes indirect
F
In Mini Soccer matches, all young players must wear: One mark – one answer
a)
shin guards covered by socks
5
b)
gloves
F
c)
hats
F
d)
a watch
F
In a Mini Soccer under-7/8 game, the minimum number of players per team is:
One mark – one answer
a)
4
5
b)
5
F
c)
6
F
d)
7
F
- End -
Product Reference: L1ACFQ 3.4b
58
1st4sport Qualifications
the awarding body for active learning and leisure
Task 7 – Assessed Practical Task
Plan and Deliver a Football Coaching Activity Session
For this task, you will be observed coaching an allocated Game which you will be asked
to plan and deliver. A template is provided for you to use, as are the criteria against
which your assessor will assess you and provide you with feedback on your coaching. All
written work associated with this task should be stored in your Learner Pack alongside
the task.
The Task
a
Read Sections Two and Three of The FA An Introduction to Coaching handbook.
b
Following your allocation of a game to coach, refer to the guidance in Section Three
of The FA An Introduction to Coaching handbook and use the L1ACF Coaching
Activity Session Planner to develop a plan for the delivery of that activity in a 15minute session.
c
Once you have planned your session, you will be asked to deliver it, demonstrating
that you can safely organise the session and show some progression within
the activity. Your assessor will give you feedback against the criteria on the L1ACF
Practical Coaching Observation Checklist.
d
On completion of your session and following discussions with your fellow learners,
complete the written evaluation using the Football Coaching Review Sheet provided.
This review sheet requires you to review your organisation, session content (did the
session deliver the outcomes of The FA LTPD Four Corner model?), progression and
communication skills.
Task 7 Achievement Record
Task
Component
Evidence
Competent
Assessor
Signature
Date
b – Planning
c – Delivery
d – Evaluation
Feedback
59
Product Reference: L1ACFQ 3.4b
1st4sport Qualifications
the awarding body for active learning and leisure
Learner notes:
Product Reference: L1ACFQ 3.4b
60
1st4sport Qualifications
the awarding body for active learning and leisure
L1ACF Coaching Activity Session Planner
Learner
coach:
Date produced:
Coach
educator:
Time available
for the session:
Information on Players
Number of
players:
Ability
level:
Age:
Medical
information:
Particular
needs:
Information on Facilities and Resources
Session
date:
Location:
Facility
needs:
Equipment
needs:
Health and
safety
issues:
Session Plan
Session title:
Timings
Warm-up
activities:
Cool-down
activities:
Top Tips
61
Product Reference: L1ACFQ 3.4b
1st4sport Qualifications
the awarding body for active learning and leisure
Session
title:
Progressions
Game description/diagram
Practical focus
of Game
Timings
Product Reference: L1ACFQ 3.4b
62
1st4sport Qualifications
the awarding body for active learning and leisure
Football Coaching Review Sheet
When you have delivered each of the activities, you should review how the session went
using the template provided.
Review of the Delivery of the Activity
Describe how effectively you think you did each of the following:
Was your
organisation of the
Game appropriate?
(Facilities,
equipment
and area)
Did your delivery
of the Game meet
the needs of
the players?
Did the session
deliver the
outcomes of The
FA LTPD Four
Corner model?
What other
activities might
also have
been appropriate?
Did you have to
adapt the Game?
If so, how?
What might you
improve the
organisation?
Did the Game
enable all the
players to be
involved fully?
What feedback did
you get from the
players and other
people on
the Game?
Which areas of
your
communication
with players could
be improved?
What progression
would you do next
with the players?
63
Product Reference: L1ACFQ 3.4b
1st4sport Qualifications
the awarding body for active learning and leisure
Learner notes:
Product Reference: L1ACFQ 3.4b
64