Higher Certificate in Coaching Science

Purpose

The design and establishment of a higher certificate in coaching science aims to develop appropriate skills and knowledge for coaching a specific sport to children in a club or school context.

The qualification also ensures that coaching practices applied in this domain adhere to sound principles drawn from sport science.

A qualifying learner who has achieved this qualification will be able to

• Manage administrative, health, safety, risk, and legislative responsibilities in coaching.
• Apply communication and motivational skills to coaching.
• Implement exercise conditioning and sport specific techniques.
• Coach a chosen sport by applying professional coaching principles.

Rationale

The role of sport in South Africa continues to grow in social importance. If sport is to become truly accessible for all South Africans, it is essential that coaches receive the best possible education and training in order to encourage young people to participate in sport. If coaches are made aware of the unique physical and psychological characteristics of performers, they can promote the concepts of enjoyment and fair play in addition to fitness and skills learning. Adding a scientifically based, integrated approach, will increase the levels of participation of South African youth, and thus contribute to a more stable society.

Building a sound basis of sport skills among youth also has important implications for top-level sport in South Africa. By focusing on psycho-social benefits of sport, along with sound scientific approaches to training, participants form good habits that lay the foundation for achieving higher levels of performance. Thus, a well-coordinated approach to coaching education can promote the development of sport as a positive force in South African society.

Sport coaching has also entered a period of rapid growth as a profession. The need for qualified coaches at a range of levels has been identified, exposing education and training needs for coaches at all levels and domains, in schools, clubs and sport-specific federations. This growth in the profession is demonstrated through the formation of the South African Coaching Framework by the South African Sport Confederation and Olympic Committee (SASCOC).

This qualification therefore, supports the aims of SASCOC's coaching framework and its plans for a professional body for South African sport coaches. It is against this background that this qualification is proposed, specifically achieving the knowledge and competencies for assistant coaches and coaches who wish to coach children in club and school contexts.

Recognition of Prior Learning (RPL)

The institution's policy for Recognition of prior learning caters for a number of categories of RPL

• Recognition of informal work-based knowledge and skills to enable access to a qualification.
• Recognition of prior formal learning Credits to enable access to a qualification.
• Recognition of prior informal learning to enable achievement of the qualification.

The institution's policy caters comprehensively for RPL with assessment instruments designed for the assessment of evidence from informal learning environments as well as mechanisms for the evaluation of learners' formal learning and the applicability of credit transfer to the Higher Certificate in Fitness qualification.

Entry Requirements

The minimum entry requirements are

• National Senior Certificate (NSC).

Or

• National Certificate (Vocational) NC(V)) at Level 4.

This qualification consists of compulsory and elective modules at National Qualifications Framework (NQF) Level 5 totalling 120 Credits.

Compulsory Modules: 100 Credits

• Kinesiology, 36 Credits.
• Screening, assessment and testing for sport, 12 Credits.
• Coaching science, 22 Credits.
• Coaching sport to individuals and groups, 20 Credits.
• Management and Administration in Coaching, 10 Credits.

Elective Modules: 20 Credits (Select one module)

• Coaching a specific sport: Cricket, 20 Credits.
• Coaching a specific sport: Football, 20 Credits.
• Coaching a specific sport: Hockey, 20 Credits.
• Coaching a specific sport: Netball, 20 Credits.
• Coaching a specific sport: Rugby, 20 Credits.

1. Design appropriate coaching programmes for sport.
2. Manage health, safety and professional responsibilities in sport.
3. Apply communication and motivational skills to coaching.
4. Plan and implement professional coaching practices.

Associated Assessment Criteria for Exit Level Outcome 1

• Anatomical and biomechanical principles of movement are applied to conditioning programmes for sport.
• Sport programmes comply with current scientific principles of sport and exercise science.
• Participants' skills and techniques are developed in terms of sport specific and talent development requirements.

Associated Assessment Criteria for Exit Level Outcome 2

• Coaching programmes are planned and organised in line with athletes' abilities and sport goals.
• Professional values and ethical codes are identified and applied in the context of sport coaching.
• Roles and responsibilities of coaching are implemented in line with professional codes and standards of sport.

Associated Assessment Criteria for Exit Level Outcome 3

• Relevant communication techniques are applied to sport coaching.
• Relevant and age-appropriate psychology principles are applied in the context of mental skills training for sport.
• Coaching is implemented using effective methods of instruction and drills.

Associated Assessment Criteria for Exit Level Outcome 4

• Sessions are planned and implemented to meet the needs and goals of the participant/s and the sport.
• Coaching programmes are designed to meet the needs of athletes participating in a sporting code.
• Coaching is implemented using relevant equipment that enhances fitness or sport specific skills.

Integrated Assessment

Integrated assessment at the level of qualification (Level 5) provides an opportunity for learners to show that they are able to integrate theoretical concepts, and apply such concepts to procedures, thus achieving the knowledge and skills that are coherent to the purpose of the qualification. Integrated assessment judges the quality of the observable performance and the quality of the critical thinking and problem solving that underpins performance.

Assessment instruments elicit the knowledge, thinking and decision-making that underpins learners' performance. Assessment includes a range of methods which ensure that learners provide evidence of their theoretical knowledge and demonstrate the relevant level of practical skills in the context of their professional practice of coaching. The ratio between action and interpretation is not fixed, but varies according to the modules within the qualification. Nevertheless, because this is a vocational qualification, the expectation is that assessment evaluates learners' abilities to apply their knowledge; ensuring that practice is informed by current theories and principles of exercise science.

Knowledge is assessed formatively throughout the learning process. Summative assessment takes the form of end of semester written exams or assignments and applied knowledge and practical skills are assessed with simulations, demonstrations and practice-based projects.

Practical projects show how learners work with participants, preparing, monitoring and adapting coaching programmes, according to the needs of participants.

Practical demonstrations are designed to ensure that theory-informed coaching practice, demonstrates skills and execution capabilities, using equipment where relevant. Learners need to demonstrate the communication skills required to counsel and advise or to coach sport sessions.

Experiential learning: Learners spend time completing practical work-based activities in the field. They are placed at schools and sport clubs and hours are logged in their log book and signed off by supervisors. Such evidence is evaluated for the achievement of the qualification.