Design sport and physical education programmes in an educational setting

This standard is about the competence that sports coaches require to design sport and physical education programmes in an educational setting using coaching practice. A person-centred and individualised programme is a fundamental aspect that a sports coach must consider and develop. Each programme is tailored to the individual’s unique profile, development needs and educational targets. They will also implement the principles of periodisation and alignment to the Curriculum and evidence-based coaching practice.

This standard is for all sports coaches that have responsibility for designing sport and physical educational programmes in an educational setting.

1. select a suitable environment to interact with the individuals and others to discuss and explore the individual’s unique profile, development needs and educational targets
2. communicate with the individual and others appropriate to their understanding, preferences and needs
3. develop a positive motivational climate to support the holistic development of all individuals
4. discuss the specific programme with the individuals
5. implement a comprehensive review of the individuals’ current wellbeing and any other challenges that could affect progress
6. collaborate with others from your own and other disciplines that are relevant to your work or have the potential to contribute where appropriate
7. assess the individual’s unique profile, development needs and educational targets to design suitable plans linked to the curriculum and evidence-based coaching practice
8. plan and organise the resources required for the programme
9. identify and agree required transformational coaching strategies to achieve individual’s programme
10. provide adapted programmes to maximise engagement, offer accelerated, extension and enrichment opportunities
11. obtain agreement from others to the programme design
12. complete and store all relevant documentation in accordance with organisational requirements
13. operate within your scope of practice and in accordance with the guidelines
14. follow current legislation, guidelines, policies, procedures and protocols which are relevant to your work practice and to which you must adhere

1. the most suitable environments to interact with individuals and others to discuss and explore their unique profiles, development needs and educational targets
2. methods of differentiating in order to respond to individuals different learning preferences
3. relevant learning and motivational theories that support progress for all
4. the importance of motivational climate and the impact this has on individuals
5. how to analyse information gathered from the individuals using a person-centred approach
6. other professionals available from your own and other disciplines that can support your work
7. how to develop communication protocols with other professionals
8. the importance of effective target setting based on individuals’ unique profile
9. how to leverage resources required for the programme
10. the principles of designing a periodised programme which aligned to the Curriculum, evidence-based coaching practices and considers the individuals unique profile and development needs
11. assessment for learning and skill acquisition techniques relevant to individuals’ unique profile, developmental needs and educational targets
12. the different coaching practices and their application to designing an individualised programme
13. relevant theories of human and social development, physical literacy and models of psychology
14. how to develop adapted programmes for individuals to allow stretch and challenge
15. techniques that priorities engagement, duty of care and accelerate holistic development
16. the importance of encouraging lifelong commitment to health, well-being, sport and physical activity
17. the importance of obtaining agreement from others to the individualised programme
18. types of transformational coaching strategies
19. the National trend, strategies and initiatives in sport and physical education settings
20. how to complete and safely store all relevant documentation in accordance with organisational requirements
21. the scope and limitations of your own competence, responsibilities, and accountability as it applies to your job role
22. current legislation, guidelines, policies, procedures and protocols which are relevant to your work practice and to which you must adhere

Sport and physical education programmes
Structured, progressive learning within the school curriculum, organised activities beyond the curriculum or any movement using energy, including physical education, sports, dance, play, adventurous and outdoor activities.
 
Holistic development
Recognises students as individuals with diverse needs beyond academics. It focuses on fostering personal growth, self-awareness, emotional intelligence, and a sense of purpose. The goal is to develop well-rounded, socially responsible, and emotionally intelligent individuals.

This standards links to SKAPE1, SKAPE3, SKAPE4, SKAPE5