Level 4 -
Use sports knowledge and skills to create and deliver coaching programmes.
Reference: OCC0770B
Status:
SOC 2020 sub unit groups:
Places for People Leisure, CIMSPA, GLL, Fit for Sport Limited, British Gymnastics, StreetGames, Jubilee Trust, Lawn Tennis Association, South Downs Leisure, The Football Association, Watford Borough Council, Everyone Active, EMD UK, Sport England, Association of Colleges, UK Active, Sport Scotland, UK Sport, University of Brighton, County Sports Partnership Network, UK Coaching, Department of Digital, Culture, Media and Sport
This occupation is found in the sport and physical activity sector in high-performance, community and school environments.
HIGH PERFORMANCE SPORT COACHES: develop athletes and players in high-performance settings, including those on talent or development pathways, national or international programmes, professional or podium environments.
COMMUNITY SPORT COACHES: motivate and engage people of all ages and abilities in community sports and physical activity settings. Community sport includes local authority, charity and national governing body of sport community initiatives or clubs.
SCHOOL SPORT COACHES: collaborate with teachers to develop pupils’ mastery of psychomotor skills by applying a whole child approach in their coaching. They work in all categories of school and registered childcare environments.
The broad purpose of the Sport Coach occupation is to use extensive technical and tactical sports knowledge and skills to design and deliver coaching programmes that engage, motivate and evolve participants’ skills and performance.
Sport coaches aim to provide meaningful and high-quality learning, development and performance experiences. They support the achievement of medals in talent, national and international competition, enrich performance in local competitions, increase participation, raise educational standards, enhance wellbeing and drive social change. Sport coaches can influence national wellness to reduce burden on the National Health Service.
In their daily work, a sports coach interacts with and influences the coaching team including assistant coaches, coaches, managers, sponsors, boards and wider industry support networks. They do this through the design and delivery of their own coaching philosophy and professional practices in line with the organisational visions, strategies, policies and processes. They may also influence professional and governing bodies through their own practice. Sports Coaches measure the impact of their coaching strategies through analysis of participant, coach, coaching team and organisational perception and performance data. This is then benchmarked against local, national and international trends relevant to the environment in which they are coaching.
Sports coaches work both autonomously and collaboratively to deliver progressive programmes that align to wider curriculum plans. These are tailored to individuals and diverse groups of participants based on robust profiling techniques and whole person development needs.
HIGH PERFORMANCE SPORTS COACHES design and deliver coaching programmes that focus on the acceleration of sustainable development and high performance of athletes/players to enhance the national and international positioning of the sport.
High performance sport coaches profile athlete/player bio-psycho-social attributes, as well as their sport-specific technical and tactical skills to set development and performance goals. These are then used to inform the creation of a high-level curriculum plan that considers practice and competition schedules.
Stakeholders in this context include athletes, players, parents, peers, managers, sponsors, professional organisations, national governing bodies and performance support staff such as sport scientists, sports medics and performance analysts.
COMMUNITY SPORT COACHES design and deliver coaching programmes that focus on sustainable engagement and enrichment of participants. They use targeted approaches to the deliver sport and physical activity through community initiatives or clubs, considering Sport England participation and wider government agendas.
Community sport coaches profile participant’s cognitive, social, emotional and physical development needs. They measure participant motives, behavioural norms, psychomotor, technical and tactical skills in specific sport and physical activity contexts to enable goals to be agreed. These results are used to create a high-level curriculum plan that considers the annual and sporting seasons. They apply a ‘whole person/child’ development approach and create targeted interventions to promote the accessibility of sessions for diverse groups of participants. In setting the plans they will consider the community support systems and gaps in current provision.
Stakeholders in this environment include children, parents, assistant coaches, peers, managers and other community support safeguarding staff. Wider networks include facility managers, local authority staff, charitable workforces and national governing body regional teams.
SCHOOL SPORT COACHES design and deliver coaching programmes that focus on the acceleration of sustainable mastery of children’s psychomotor skills and wider physical education standards.
School sport coaches profile children’s cognitive, social, emotional and physical development needs. They measure psychomotor, technical and tactical skills in a range of physical activity contexts drawn from the Department for Education’s National Curriculum to enable physical education targets to be agreed. These results are used to create a high-level curriculum plan that considers school term schedules and a ‘whole child’ development approach.
Stakeholders in this environment include children, parents, carers, peers, support staff, such as SENCO and safeguarding officers, teaching assistants, teachers, head teachers and school boards. Wider networks include local authority teams and social services.
Places for People Leisure, CIMSPA, GLL, Fit for Sport Limited, British Gymnastics, StreetGames, Jubilee Trust, Lawn Tennis Association, South Downs Leisure, The Football Association, Watford Borough Council, Everyone Active, EMD UK, Sport England, Association of Colleges, UK Active, Sport Scotland, UK Sport, University of Brighton, County Sports Partnership Network, UK Coaching, Department of Digital, Culture, Media and Sport
Develop and update own coaching philosophy and strategies through professional practice, continuous development and self-review.
Develop and implement evidence-based, progressive coaching systems that comply with all relevant and current legislation, statutory guidance, sector standards and codes.
Use up-to-date knowledge of wider issues affecting the coaching environment to proactively influence best practice across the coaching team.
Utilise and collaborate with industry-wide support networks and internal team members to ensure the most effective coaching services are delivered to participants.
Use appropriate enquiry and profiling techniques to create a learning and development curriculum that considers participants’ unique needs, targets and/or goals, whilst building trust.
Provide support to participants and the wider coaching team through progressive coaching programmes, at events or competitions.
Promote holistic wellbeing within coaching practice to control/contain stressors experienced by participants in the coaching environment.
Facilitate learning and skill acquisition of participants by creating positive coaching environments that apply learning theories, behaviour management techniques, technological advancements and wider support mechanisms.
Measure the impact of coaching strategies on participants’ sustainable engagement and development and evaluate effectiveness of own performance on the wider coaching team, organisation and sport.
Maintain up-to-date knowledge of global trends, standards, strategies and contemporary influences in high-performance sport contexts.
Deliver relevant coaching pedagogies and processes that consider the high-performance context, culture, politics and key stakeholder needs.
Profile development needs to set and monitor goals and plans based on measurement of athlete/players’ bio-psycho-social attributes and sport-specific skills.
Ensure the design and delivery high-quality, inclusive sessions to accelerate athlete/player development and promote sustainable high-performance gains that enhance the national and international positioning of the sport.
This occupational progression map shows technical occupations that have transferable knowledge and skills.
In this map, the focused occupation is highlighted in yellow. The arrows indicate where transferable knowledge and skills exist between two occupations. This map shows some of the strongest progression links between the focused occupation and other occupations.
It is anticipated that individuals would be required to undertake further learning or training to progress to and from occupations. To find out more about an occupation featured in the progression map, including the learning options available, click the occupation.
Progression decisions have been reached by comparing the knowledge and skills statements between occupational standards, combined with individualised learner movement data.
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