Design sports coaching programmes

​This standard is about you designing sports coaching programmes. This involves working towards an established goal in relation to competition and the training cycle over a set period or seasonal session. 

The main outcome of the standard is to:  

1. design sports coaching programmes 

Coaches must also take account of guidelines from the Governing Bodies of Sport and their own prior experience when designing sports coaching programmes.

1. meet with the participants at an appropriate time and place
2. establish a rapport and engage the participants using appropriate techniques
3. explain yours and the participants role and responsibilities in the sports coaching process
4. effectively communicate with the participants that encourages them to engage openly and honestly
5. implement a process of informed consent for the collection of information
6. identify appropriate methods of collecting relevant participants information and data
7. collect and record information and data from participants
8. collate sources of information that can help you to design a sports coaching programme
9. identify the demands of the sport to inform the programme design
10. review your analysis of the participants' **level of development, actual and potential performance to inform goal setting and overall aim
11. address any possible barriers to participants' development including reasonable adaptations to programme design, delivery methods and coaching styles
12. design the programme in relation to recreation or competition and the training cycles
13. identify and agree programme goals with participants and others
14. plan and organise the resources required for the sports coaching programme
15. plan the focus and priority of each stage of the sports coaching programme
16. discuss and agree with others their roles and responsibilities
17. develop methods for evaluating performance that are safe, valid and reliable
18. plan a schedule for the evaluation of the programme and share with participants and others
19. refer or signpost any participants whose needs you cannot meet to a competent person

1. ​the current legislation, guidelines, policies, procedures and protocols which are relevant to your work practice and to which you must adhere
2. the importance of meeting the participants at the correct time and place to provide a professional setting
3. how to build rapport with different participants
4. the importance of establishing roles and responsibilities at the start to ensure the best outcome
5. how a sports coaches' communication skills can influence the quality of information, the commitment and motivation to the achievement of the sports coaching programme
6. how non-verbal communication can influence the information gathered from the participants
7. when and how to gather informed consent appropriate for the participants' information
8. how to identify appropriate methods for gathering information and data from participants
9. the types and sources of information that need to be collated to support the design of the programme
10. the importance of identifying the demands of the sport and how this can be used to inform the design of the programme
11. the importance of reviewing your analysis of the participants' level of development, motivation, actual and potential performance to inform goal setting
12. how to recognise and address any possible barriers to participant development and when to complete reasonable adaptations to programme design, delivery methods and coaching styles
13. how to plan the programme in relation to recreation or competition and the training cycles
14. the principles and processes involved in planning and periodisation
15. the importance of identifying and agreeing programme goals with participants and others
16. how to plan the resources required for the sports coaching programme 
17. the importance of planning the focus and priority of each stage of the sports coaching programme
18. the importance of explaining to others their roles and responsibilities
19. how to develop methods for evaluating performance that are safe, valid and reliable
20. how to plan a schedule for the evaluation of the programme and the importance of sharing the schedule with participants and others
21. the importance of recording and sharing the programme content in a format that will help you and others to implement the programme
22. where to refer or signpost any participants whose needs and potential you cannot meet to a competent person

​Information

1. participants
2. participants stage of development
3. particular needs of participants and others
4. medical conditions of participants and others
5. aims of the series of the coaching sessions
6. learning styles
7. evaluations and action plans from other sessions
8. planned venue for the sessions

Goals

1.    improve physical ability
2.    improve physical literacy
3.    improve mental ability
4.    improve skills and techniques
5.    improve tactical ability
6.    improve lifestyle
7.    provide fun and enjoyment

​Physical Literacy

Physical literacy is the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life

This standard links to SKASPC3 and SKASPC4