1. NCCP/CSCP Learning Facilitator Training
Canada~Snowboard

2. CSCP Learning Facilitator Training (LF)
Agenda
CSCP Learning Facilitator Training (LF)
Classroom
Teaching compared to Coaching
The role & expectations of an LF.
A Learning Facilitator in the NCCP.
The Coach Candidate
Teaching adults and delivering course material.
The CSCP LF and coach pathway.
LF Admin requirements. Workshop kits & training resources.
Candidate Reference Manual overviews.
Q & A regarding CSCP LF Training material.
On-Snow
Full review of all material in coach manual.
Review of the course agenda and layout.
Next steps as an LF – Observation and co-facilitation
©Coaching Association of Canada, 2004.

3. Introduce your partner:
Introductions
(5 Minutes)
Introduce your partner:
Name
Where from?
Discipline work with (primarily)
Years coaching
Why snowboarding?
Why are they here?
Use template or perform some sort of an ice breaker. Make it interesting and informative.
©Coaching Association of Canada, 2004.

4. CSCP LF Development Pathway
We are here!
On-going Professional Development
©Coaching Association of Canada, 2004.

5. Core Training
Core Training
Delivered in each province by the Provincial Coaching Body who delivers NCCP Training (could be Coaching Association, Provincial Government or Provincial Sport Body).

6. The Snowboard LF Workshop (1 day)
Context Specific
The Snowboard LF Workshop (1 day)
On-snow and classroom course that covers: - the Snowboard competitive system - The roles of a Learning Facilitator - Learning Facilitator administration requirements - On-snow delivery of Competition Introduction coaching course

7. Training
Co-Delivery
Observation: The new Learning Facilitator observes an experienced LF deliver a Comp Intro Course. Rookie: The new LF works with an experienced LF and delivers portions of the three day course (a minimum of 6 hours of delivery required by the new LF). The observation and rookie can take place during the same Comp Intro Course. If an LF is deemed ready to facilitate, they can move onto delivering following one Observation/Rookie. If they require more experience, they may be asked to Co-Facilitate (deliver the course with another LF), one or more times before delivering solo.

8. Evaluation for Certification
It’s recommended that an LF gain as much experience as possible in delivering the Comp Intro course before moving onto the evaluation process. If an LF is only delivering one-two courses a year, this may mean years of delivery before they are evaluated. Evaluation of LF’s is being implemented as capacity within the CSCP is increased.

9. Click for video, internet required
The NCCP model
NCCP Model
Click for video, internet required

10. Where does our program fit?
©Coaching Association of Canada, 2006
©Coaching Association of Canada, 2004.

11. The Coaching Process Drives Athlete Performance ATHLETE PERFOMANCE
Planning a Practice
Analyzing Perfomance
Supporting the Competitive Experience
Supporting Athletes in Training
Designing a Sport Program
Managing a Sport Program
Helps to drive specific coaching outcomes or job tasks
Coaching
CRITICAL REFLECTION
PROBLEM
SOLVING
LEADERSHIP
INTERACTION
VALUING
Anchored by Five Coaching Competencies

12. Teaching vs. Coaching (10 minutes)
In small groups, consider the following;
What is the role of a teacher?
What is the role of coach?
How does the approach used by a teacher differ from that of a coach? Is there a difference?

13. The Ideal Learning Facilitator
You have 5 minutes to sketch the ‘Ideal Learning Facilitator’ Be prepared to share why….
What attributes does the ideal LF have?
Can you draw these?
Have candidates sketch out a representation of what they feel the ideal is.
Suggestions for things that candidates may include:
Big ears – good listener
Smile – sense of humour
Brain – vast coaching knowledge
Heart – carding
Big eyes – observant
Pen – prepared/organized
Etc. etc. There are SO many great options.
©Coaching Association of Canada, 2004.

14. The Ideal Learning Facilitator
Share the highlights of your Learning Facilitator with the group and explain why these items were important.
Suggestions for things that candidates may include:
Big ears – good listener
Smile – sense of humour
Brain – vast coaching knowledge
Heart – carding
Big eyes – observant
Pen – prepared/organized
Etc. etc. There are SO many great options.
©Coaching Association of Canada, 2004.

15. What is the function of an LF?
The LF has these functions while delivering:
Instructor – provides new information
Guide – gives coaches tasks that allow them to learn through guided discovery & problem solving.
Moderator – builds a group of learners who are supportive of the LF and on another.
Ensure everyone understands the LF’s role to facilitate learning – ie. Ask questions and assist in having them self-discover answers.
Discuss ways to ensure balance and using all three areas to facilitate effectively
©Coaching Association of Canada, 2004.

16. Roles & Responsibilities
What is the function of an LF?
CSCP’s expectations and responsibilities of all Learning Facilitators (page 3-5 in LF Guide).

17. The job of the LF
The LF has to ensure enough material is delivered during the course and the coaches are engaged, so that when they leave the course, the coaches have all the skills we’ve just listed.

18. Key Facilitation Strategies
Why start with a group task early in the course?
Why elect a group leader for activities?
Why rotate roles?
Group Task- If participants aren’t actively engaged in the first 30 minutes of training, they may resist this training later on.
Group Leader – to provide structure to the group and not waste time for a leader to emerge.
Group Rotation – assist keeping the whole group organized and have everyone share and lead.
©Coaching Association of Canada, 2004.

19. What we know about education: LF Guide Page 14.
10 minute break. Please read this article on the break

20. What we know about education
Gather into groups of 3. You have 5 minutes to prepare to present your groups one-sentence definition of learning.
present their definition of learning and key points from article.
Emphasis that learning requires something new to be learned, most meaningful when it relates to an experience or learned through an experience and to make it permanent, it must be applied within the learners context.
©Coaching Association of Canada, 2004.

21. Stages of Group Development
Forming
Focus on the self and their place in the group
Storming
Determining one’s role in the group
Norming
Acting out new roles and norms
Performing
Completing tasks and learning
Groups move through 4 stages when learning to work together. LF’s should expect to see this and support it during the 3 day Comp Intro Course.
Forming – focus is on the self and figuring out the LF and the group. As the formal authority of the LF is high and the group follows the rules because it does not know what the group accepts. The process of learning about the group is more important than the content taught at this stage.
Storming – formal authority is challenged as a way of determining the norms and expectations of the group. The learning of groups norms is more important than content.
Norming – roles have been established and how the group will operate determined. Learners can now focus on the content being delivered.
Performing – Quality of the learning will be determined by the norms and roles established in the previous stages.
©Coaching Association of Canada, 2004.

22. Stages Applied
Why are knowing and working with these stages important to a SNOWBOARD course?
As an LF, you need to know which stage your group is in and work to place appropriate activities during those periods. Don’t start the course with important information – ensure to deliver a good icebreaker and a small group activity. Establish group leaders early and assign tasks. Ensure your group is ‘Norming’ before
Heavy technical information is delivered.
©Coaching Association of Canada, 2004.

23. The CSCP Pathway The Comp Intro Coach
Two Minutes to present:
Group 1
LTAD stage of athletes in Comp Intro context including brief athlete profile.
Group 2
Overview of context certification pathway
Group 3
Profile of a coach working at this stage (where they work, goals for athletes, what training they’ve likely had)
Model on page 13 in LF handbook
Focus is to have everyone understand who attends the Comp Intro course and who the athletes are at this stage.
©Coaching Association of Canada, 2004.

24. System Administration
Booking a Course
Contact your Provincial/Territorial Snowboard Association office or Provincial Coaching Coordinator to book a course and/or to ensure they’re aware of your interest and availability for the current season.

25. System Administration
Comp Intro Coach Course Costs (3 Days)
o Participant fee: $350 (paid online & includes evaluation cost)
o LF payment fee: $175/day (5 candidates)
$185/day (6 candidates)
$195/day (7 candidates)
$205/day (8 candidates) Full Course

26. System Administration
The following expenses may be claimed by LFs:
Printing as needed and approved by the Sport Development Manager
Mileage – $0.36/ kilometer.
Meals – $58.10/day
Any additional expenses must be approved by the Sport Development Director. LFs must provide the Sport Development Director with a signed Expense Claim and receipts (receipts are not needed for meals and mileage).
Expense & Fee payment allowances include GST / PST.
In order to be reimbursed for expenses, LFs must provide the CSCP/NCCP with the NCCP database form for the course.

27. System Administration
To access course material ‘Leader Documents’
Username: Leader
Password: CSCPleader
* Case sensitive

28. System Administration
Workshop checklists include necessary steps before & after running a CSCP course.
Key Reminders:
Minimum of 5 person’s registered online for a course to run.
LF is responsible for on-the-ground advertising of the course.
NCCP registration forms must be submitted before the LF is paid for delivering the course.

29. System Administration
Snow School Course Option
$1, and the Snow School can book you, the LF, for a course at their hill.
They can register up to 8 person’s in the course making it a cost savings if they register more than 5.
One-page information sheet that can be given to Snow Schools available online.

30. Delivering Material: 5 Parts of an Effective Learning Activity
Introduction
Theory – Give the Knowledge
Experience – Draw on the candidates experience
Application – Allow the applicant to try
Closing – wrap up/debrief
Have a discussion with the candidates about where these things could happen on the hill and otherwise.
Ensure LF’s structure all of their course activities to follow these guidelines.
©Coaching Association of Canada, 2004.

31. List the skills necessary for an Comp Intro Coach to have to be successful.
There are MANY. Encourage the group to discuss and list as many as possible.
Organization
Time management
Technical knowledge
Coaches ‘eye’ to see errors
People management (parents, athletes, administrators)
…..
©Coaching Association of Canada, 2004.

32. Course Material
Learning Facilitators are considered context experts for the course they are LF’ing. Review course material.

33. RIDERS Program
Each level of the program is a 8-12 week (depending on area) program with coach curriculum given.
Program concept and model should be introduced during course.
Multi Discipline/Multi Week Program
Target is stage 3 athletes in a snow school

34. Para~Snowboard
Reminder that the para information should be integrated throughout the course.
See document – PARA LTAD (2016)
There are highlights of information throughout the manual and a major part is getting the coaches thinking and understanding para-snowboarding:
Difficulty of access
Potential equipment malfunctions / modifications
Modified biomechanics
Problem solving - coaching is coaching.
Let coaches know about the Adaptive (Para) FUNdamentals Course for instructors and coaches getting involved in Para Snowboarding

35. Professional Development
Professional Development is now being tracked in the Locker. Coaches will require 20 PD points over 5 years for a Comp Intro certified coach. CSCP has a fall/early winter webinar series – see website! The Locker tracks and show progress towards this. Point Example: Making Headway = 5 pts. NCCP Courses = 5 pts. ‘Active’ Coaching = 1 pts.
Who needs to collect PD Points?
Only Certfied Coaches
Non certified coaches need to focus on getting certified.
Increase emphasis on portfolio’s and completing evaluations.
©Coaching Association of Canada, 2004.

36. LINKS: A. PROGRAM POLICIES – REVIEW & know the Operations Manual
FREQUENTLY ASKED QUESTIONS
PROFESSIONAL DEVELOPMENT

37. Now get outside and learn!