Higher Certificate in Sport Coaching Science

Purpose

The Higher Certificate in Sport Coaching Science empowers learners to obtain the necessary knowledge, skills, and practical ability to function within the sport industry. The qualification also serves to provide learners with the introductory knowledge, cognitive and conceptual tools and practical techniques that are required by sport coaches in the industry.

The theoretical underpinning of this qualification has a strong focus on sport science to provide the necessary grounding for a career in sport coaching. In addition, adding management aspects to the qualification improve the administrative aspects of sport coaching and develop a more holistic learner.

Rationale

The South African Coaching Framework (SACF) was developed by the South African Sports Confederation and Olympic Committee (SASCOC) as a plan to develop and enhance the coaching system across all sports and all provinces in South Africa. The objective of this coaching framework is to develop more appropriately skilled, qualified and experienced coaches to work with athletes at all stages of their development. This is especially important to create a strong community and school-based coaching system where coaches need to be able to adapt according to the needs of their participants. In addition, the Long Term Development Model (LTDM) has been formulated as part of the SACF to address the needs of children, players, athletes and adults at all their stages of development and is aligned with the National Qualifications Framework (NQF). The National Sports Federations have been tasked with aligning current coaching levels with the NQF as part of the SACF.

To achieve the successful development and implementation of the SACF, SASCOC invited Higher Education Institutions (HEI's) to submit an expression of interest to provide support in the roll out of the LTDM. The seven interested HEI's thus created the South African Higher Education Institution Platform for Coaching (SAHEIPC). This institution is one of the seven institutions that forms part of the SAHEIPC. This has therefore created a need to develop stronger education and vocational pathways for coaches and has provided the UoT with the opportunity to design, develop and deliver a Sport Coaching qualification that effectively addresses the specifics of the National Sports and Recreation Plan and LTDM. The development and delivering of a Sport Coaching qualification will meet the demands of the sport industry for competent coaches. This qualification is globally recognised and accepted by national and internal sport federations. The Higher Certificate in Sport Coaching Science empowers graduates to obtain the necessary knowledge, skills, and practical ability to function within the sport coaching industry.

Current sport coaching industries require more qualified personnel that have a solid understanding of human movement and its relationship to sports performance. This qualification will elevate the status of sport coaches through the provision of a structured academic qualification and ensure that graduates will be able to operate effectively and be recognised by the sport industry.

Learners who graduate from this qualification will have a formal qualification with which they may articulate into a Diploma or Degree in this field or use to progress to become sport coach developers as per the South African Coaching Framework.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning possible and is applicable to all prospective candidates to the Department of Sport Studies. The Higher Certificate in Sport Coaching Science may be achieved in part through the recognition of prior learning, which includes formal learning and work experience. If the prospective candidate is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits would be assigned to the prospective candidate.

The department's RPL process will be aligned to the University of Technology's Recognition of Prior Learning Policy, the purpose of which is to:

• Provide a framework for the implementation of Recognition of Prior Learning procedures.
• Facilitate access and admission to qualifications within education and training and career paths.
• Accelerate redress of past unfair discrimination in education, training and employment opportunities.
• Promote and facilitate lifelong learning.
• Outline general procedures relating to the processing of RPL applications.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies. Or
• Senior Certificate without endorsement. Or
• National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 124 Credits.

Compulsory Modules, Level 5, 124 Credits

• Communication Skills, 12 Credits.
• Cornerstone 101, 12 Credits.
• Principles of Coaching, 16 Credits.
• Sport Marketing 1: Principles of Sport Marketing, 12 Credits.
• Sport Business Administration, 12 Credits.
• Principles of Anatomy and Physiology, 16 Credits.
• Teaching Physical Activity to Children, 16 Credits.
• Applied Physical Conditioning, 16 Credits.
• National Federation Coaching, 12 Credits.

1. Apply principles of sport coaching and physical conditioning and conduct fitness sessions.
2. Perform and execute sport administrative duties under supervision.
3. Outline the contemporary elements of effective marketing strategies in various industries including sport.
4. Analyse and apply concepts as well as develop their understanding and practice of professional business communication.

Associated Assessment Criteria for Exit Level Outcomes 1

• Differentiate the components of fitness between and apply principles of fitness to each component.
• Demonstrate the principles of fitness and coaching practically for adults and children.
• Design, implement and instruct a fitness and coaching session in a professional manner.

Associated Assessment Criteria for Exit Level Outcomes 2

• Demonstrate foundational knowledge of sport business administration and applications, including key concepts from finance to events and recreation programmes.
• Outline the fundamental knowledge of government structure and their roles in sport development.
• Show an informed understanding of the terms, rules, concepts, principles, and theories in sport business management.
• Apply essential methods, procedures and techniques related to club management and volunteer management effectively.

Associated Assessment Criteria for Exit Level Outcomes 3

• Understand the importance of strategic planning and design and implement a marketing plan.
• Outline environmental monitoring and factors that can affect the business environments.
• Conduct market research for an organisation.
• Understand the consumer buying behaviour process.

Associated Assessment Criteria for Exit Level Outcomes 4

• Understand the elements of the communication process.
• Understand theoretical foundations and practically apply the oral and written communication skills.
• Identify mediums used for effective internal and external communication.
• Use technology to responsibly and ethically communicate.

Integrated Assessment

Integrated assessments combine a number of different elements and require learners to bring together different sets of Exit Level Outcomes into a demonstration of applied competence. Integrated assessment is emphasised in the Higher Certificate in Sport Coaching Science because it develops the notion of applied competence, which is a central concern of the NQF. Applied competence is achieved by combining practical, foundational and reflective competence.

Integrated assessments will

• Assess a number of Exit Level Outcomes together using written tests, case study reports and/or assignments.
• Assess a number of Associated Assessment Criteria together using written tests, case study reports and/or assignments.
• Use various assessment methods and instruments to determine whether achievement of an outcome/s has been attained.

Assessment practices will be open, transparent, fair, valid, and reliable to ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.

The validity of the assessments will be confirmed through the following strategies

• Clarify Exit Level Outcomes and their link to specific Associated Assessment Criteria within an overall assessment strategy.
• Use a range of assessment methods to ensure that all Exit Level Outcomes are assessed.
• Establish a link between assessments, learning and personal development.

The reliability of the assessments will be confirmed through the following strategies

• Establish clear, common and manageable assessment criteria.
• Use internal moderators who meet during and after the assessment to compare results.
• Evaluate the assessment criteria for efficacy and relevance.

The term `Integrated Assessment` implies that theoretical and practical components will be assessed together. During integrated assessments, the assessor will make use of a range of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

Continuous assessments in the department of Sport Studies will be provided through

• Portfolios.
• Simulations.
• Workplace assessments and practical workbooks.
• Written assignments.
• Written tests.
• Case studies and case presentations.
• Peer group evaluation.
• Competency evaluations of clinical skills.
• Face to face contact with students.

Formative and Summative Assessment

Formative Assessments will be used to support the learner developmentally and to provide feedback into the teaching and learning process. This links the relationship between assessment, learning and teaching and ensures that assessment informs and strengthens both the teaching and learning process, and the learner improves from their areas of difficulty.

For Summative Assessment, especially where more than one marker is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures. Academic staff who teach a course/module are responsible for designing, implementing and marking both formative and summative assessments, for recording results and for feedback to learners.