South African Coaching Framework Long term coach development (LTCD) 17 March 2011
Agenda 1. Overview of the South African Coaching Framework 2. LTCD South Africa 3. Aligning with the National Qualifications Framework (NQF) – Theta perspective 4. Review of LTCD proposals 5. Feedback 6. Actions and summary
1. Overview of the South African Coaching Framework
An active and winning nation • The Government of South Africa has set out the vision of: • ‘an active and winning nation’ where participation levels and international success in sport are increased. • Sport is a basic human right has a key role in ‘fostering inclusive citizenship and nation building. ’ SRSA (2010) Active and winning nation: strategic plan 2010-2014
With a mission that unites and inspires ‘By 2014 SASCOC will have established a system that will have transformed South African sport to be inclusive and triumphant.’
Summit declaration ‘ This conference supports the further development of the South African Coaching Framework with a view to completion and sign-off by November 2011.’
Leadership and structure
Reference document • ‘The South African Coaching Framework will become the reference document for all legitimate and recognised organisations involved in the development of sport coaching in the country. • In the context of the provisions of the National Sport and Recreation Amendment Act (2007), SRSA and SASCOC have agreed that the South African Coaching Framework will provide the strategic framework for the education and training of coaches to support mass participation; talent development and high performance sport. • The South African Coaching Framework will also extend beyond education and training in that it will deal with the creation of a sustainable coaching system for South Africa to support the national objective of building an active and winning nation’ . SASCOC (2010). Building pathways and transformation through sport coaching in South Africa
South African Coaching Framework: vision and phases
Participant and coach development System Coaches Impact Long-term participant development and policy Long-term coach Data management objectives development Readiness and engagement of partners in coaching Coach education, Registration and development and licensing qualifications Resources: coaches; education; National Federations; national and provincial partners Research and Leadership; Coaching workforce development coordination and ways of working
Participant development model Train to Win Train to Sport for life Compete Train to Train Physical Learn to Train Literacy FUNdamentals Active start
Core building blocks Participant development Stronger and transformed South African sport system Coach Development
Process for SA Coaching Framework and SA Sport for Life Completion and launch by Consultation November 2011 Core drafts
2. Long term coach development
Mindset!
Coaches have a vital role... ‘Sport coaching is a process of guided improvement, led by a coach, in a single sport at identifiable stages of participant development’ (European Coaching Council, 2007)
The Long-Term Player/Athlete Development Model (LTPAD) Talent Development Model
In charting the next steps ‘10 year rule’ Late Middle Early
Building capability and empowering
Developing participant capability Culture and environment Cutting- edge Sport Personal
Key components of coach development (Mallet, 2010) • Sport participation experience: various studies find minimum of 5 years playing experience among high performance coaches (not necessarily high level) • Coaching experience: 10 years coaching experience before engagement in high performance (often at developmental level) • Formal education: high level of engagement at graduate and post graduate level (56-84% in Europe (Trudel & Gilbert, 2006) and 65% in Australia
Coach development Playing Learning Coaching Other experiences
In charting the next steps ‘30 year rule?’ 30,000 hours? Late Middle Early
Coaching contexts 610 studies 1970-2001 (Gilbert and Trudel, 2004) College 37% High school 31% Youth club 17% Elementary/middle Elite amateur 13% Adult club 4% school 4% Professional 3%
Coaches in the UK (North 2009) 80% 70% 60% 50% 40% 30% 20% 10% 0% Children Particip Perform
Stages in coach development (Salmela et al, 1994) Passive to Specialist Diffused Initial active Established Established coach and involvement coaching transfer of coaching coaching eminent in sport role coaching role role awareness knowledge
Stages in the development of coaching expertise (Erickson, Côté & Fraser-Thomas, 2007) Part-time early coaching High performance Highly head coaching Competitive Participation Competitive /Introduction to Sports coaching Participation Diversified early sport participation
Lifelong learning in sport and coaching Playing Formal Informal Non- formal Coaching Learning Other experiences Personal learning journey
Which experiences? Coach Participant Formal Culture and environment Cutting- edge Coach Informal capability Sport Personal Non- formal
Coaching expertise (Cote and Gilbert, 2009) Inter- Intra- Professional personal personal knowledge knowledge knowledge
Global context
European framework (2007) Performance Participation Oriented Oriented Athletes/Teams Sportspeople High Beginners Participation Talents Performance Oriented Master Coach .. 7 National EQF Senior Coach - Levels Levels - Coach (… – …) (1- 8) .. 3 Apprentice Coach
German Coaching System (Nordmann, 2008) Coach Education System in Germany Coaching role / Level Certificate No. of lessons (at least) reference point federation - based 5 Diploma - Coach 1.300 Master Coach Elite Sports 4 Coach Grade A 90 Senior Coach 3 Coach Grade B 60 Coach 2 Coach Grade C 120 Apprentice coach 1 Assistent Coach 30
Coaching domains and roles (sports coach UK, 2009)
International federations Stages of Athlete Development and the IAAF CECS (Locatelli, 2008) Academy Specialisation, Performance Multi-Events, Event Group Development, Specialisation, Level IV Performance Multi-Events, Event Group Development, Level III Specialisation Multi-Events, Event Group Level II Development Kid’s Athletics, Multi -Events, Event Level I Group Development Stage 5 Performance Stage 4 Stage 3 Specialisation Event Group Development Stage 2 Multi-Events Stage 1 Kids’ Athletics
Coaching competence and qualifications Performance Participation Oriented Oriented Athletes/Teams Sportspeople High perf Talent Participation Beginners National Master Coach .. Federations University Senior Coach Courses Levels - - And (… – …) Coach NQF .. and RPL Apprentice Coach Levels (1- 10) Acknowledgement
Coaching development model (draft) Children Participation Professional Coach Assistant Coach Senior coach Volunteer Master coach Coach Pre-coach and bridges into Talent High performance coaching
Coaching development model – key concepts • These roles will support assistant coaches and coaches in children’s and participation domains . Pre-coaching roles are often played by parents or young adults in helping out with coaching, without having made a commitment to play a coaching role or to obtain formal qualifications. These roles are voluntary and provide an important pathway into coaching , as well as supporting the delivery of coaching at local level. The roles are subject to basic safety and child protection guidelines and should operate Pre- under the supervision of a qualified Coach . coaching • These roles will include Assistant Coach and Coach roles that are carried out on a volunteer basis in children’s; participation; performer development and high performance domains. Minimum standards in relation to safety; child protection and qualifications will apply to these coaching roles . All those playing coaching roles will be expected to register with their national federation and to comply with a Coaches Code of Ethics and Good Practice . • Also, consider ‘paraprofessional ’ and ‘trainer ’ labels Coaching • Professional coaches will include all coaches who are paid in any coaching capacity . It will also include coaches operating at senior and master coach levels across the four coaching domains, whether in a paid or volunteer capacity . Volunteer coaches operating in these roles will be regarded as ‘professional volunteers ’. All professional coaches will be expected to comply with minimum standards in relation to safety; child protection and qualifications. They will also be subject to a licensing process Professional that will be introduced on a sport by sport basis and in the context of a core set of guidelines. Professional coaches will adhere to Professional Coaches Code of Ethics and Good Practice . coaching
Coach developers LTCD LTTD Master tutor Master Senior Senior tutor Coach Tutor Assistant
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